
Copyrights 



CQEHRIGHT DEPOSIT. 



A Course in Freshman 
Training 

(An Official and Confidential Publication) 




PUBLISHED BY AND FOR THE 

FRATERNITY OF PHI GAMMA DELTA 

IN THE SUMMER OF 1922 



Prepared in the Summer oj 1922, by Field Secretarv Philip E. Lyon 



\$** 

"P51 



Copyright 1922 By Philip E. Lyon for 
the Fraternitv of Phi Gamma Delta 



THE TORCH PRESS 

CEDAR RAPIDS 

IOWA 



SEP lb 1322 
©CI.A681826 



INTRODUCTORY 

Brothers in Phi Gamma Delta: 

It has long been the hope of the fraternity that that most important 
phase of undergraduate development — freshman training — be 
standardized. We have long since concluded that a Fiji's usefulness 
and growth will be in proportion to the intensity, thoroughness, and 
sincerity of his training as an impressionable freshman. 

Field Secretaries have noticed that in many chapters the statistical 
and ethical training has been regarded as a sacred prerequisite to 
initiation. In others it has been sadly neglected and incidental. The 
former group is thorough, generally, because a tradition calling for 
thoroughness has been handed down from generation to generation. 
The latter group is the victim of preceding carelessness and has led 
to an innovation, of which this booklet — a Course of Instruction or 
New Members' Catechism — is a substantial means of operation. 

As a guide and source of information and as a method for univer- 
sality and errorless teaching of Fiji doctrines, this Catechism has been 
prepared. It was compiled from chapter data, experiences and obser- 
vations of alumni, reactions of past and present national officers and 
recommendations of college and inter-fraternity authorities concerning 
ideal ethical practices. 

By action of the 73rd Ekklesia, this course of study will be re- 
quired in each chapter. Thus we shall have the satisfaction of 
knowing that simultaneously, and from coast to coast, new Fijis will 
be getting a thorough and universalized training. 



GENERAL INSTRUCTIONS 

We have tried to boil down this training course to essentials and 
not necessitate wading through a cumbersome mass of material. 
Chapters will follow the course exactly, but may add here and there 
as local occasion arises. 

We are interested in many phases of development, but especially 
two. They are: 

1. The formation of a freshman organization and subsequent 
supervision of the freshmen. 

2. Lessons and Examinations. 

We shall use the term freshmen to include also upper-classmen who 
through late pledging are considered first-year men. 

Instructions, lessons, and examinations follow chronologically as 
the year proceeds. 

Lose no time after pledging to call the freshmen together and make 
plain, as outlined in Part I, just what is ahead of them. Then pro- 
ceed as indicated in the following pages. 



CONTENTS 
PART I 

FRESHMAN ORGANIZATION 

GENERAL SUGGESTIONS 

Meetings 

Responsibility .... 
Discipline .... 

Scholarship .... 
Incidental Suggestions . 



PART II 

LESSONS AND EXAMINATIONS . 

Procedure 

Lesson I — The New Status 

Lesson II — School Traditions and Customs — 
Chapter Traditions .... 

Lesson III — Scholarship — "The Best Man in 
the Chapter," by Dean Clark 

Lesson IV — Finances 

Lesson V — Work of Chapter Committees . 

Lesson VI — The School and the Fraternity 

Lesson VII — "Batting .300 in College" 

Lesson VIII — Examination on "Batting .300 in 
College" 

Lesson IX — The House .... 

Lesson X — College Activities . 

Lessons XI and XII — American Universities and 
Colleges — "Present Day Types of Col- 
lege," by Dean Keppel . . . . 

Classification 

Songs of Phi Gamma Delta 



11 

13 
13 
14 
15 
16 
20 



23 
23 
25 

26 

28 

34 
36 
38 
39 

4i 
42 
44 



46 
56 
60 



8 



PHI GAMMA DELTA 



Lesson XIII — American College Fraternities — 

Origin — Nomenclature — Insignia — 

Development 

Lesson XIV — American College Fraternities, 

continued 

Classification 

Lesson XV — Examination on American College 

Fraternities 

Lesson XVI — Examination on "Tomos Alpha,' 

of the History of Phi Gamma Delta . 
Lesson XVII — Organization 
Lesson XVIII — Organization, continued . 
Lesson XIX — Organization, continued 
Lesson XX — Examination on Organization 
Lesson XXI — The Local Chapter — Other Lo 

cal Fraternities — The Section 

The Greek Alphabet 
Lesson XXII — Miscellaneous Features . 
Lesson XXIII — Prominent Alumni . 
Lesson XXIV — Examination on Prominent 

Alumni 

Lesson XXV — Fraternity Meetings . 
Lesson XXVI — "The Sophomore Year" 
Lesson XXVII — Written Critique 
Lessons XXVIII, XXIX, XXX — Rushing and 

Bidding 



ANNUAL FRESHMAN EXAMINATION 
ANNUAL CHAPTER EXAMINATION . 
RESUME AND RECOMMENDATIONS 



61 

64 
67 

7i 

73 

74 
78 

83 

85 

87 
88 

89 

91 

99 
101 
106 
108 

109 
118 
120 
121 



PART I 



FRESHMAN ORGANIZATION 

(To be read in the first chapter meeting of each school year by the 
"E" or the Chairman of Freshman Training Committee) 

Brothers : 

You are aware that the 73rd Ekklesia heartily recommended as a 
vital need, the adoption of a universal system for the training of 
freshmen. This means that all chapters will receive the benefit of 
other chapter suggestions, and instead of leaving this matter so vital 
to our continuity to be worked out by chance, this booklet has been 
prepared as an outline basis of procedure, and we shall have the satis- 
faction of knowing that on the same nights throughout the entire 
country, Fiji freshmen will be learning simultaneously the big job of 
Fiji development. 

Your Freshman Director or Chairman of the Freshman Training 
Committee is not alone interested in this work. He is liason officer 
between you and the freshmen. His work will be successful so far 
as each of you remembers that you have an individual responsibility. 
Much good work in freshman development has been spoiled by actions 
of weak upper-classmen. Shouting and preaching about scholarship, 
etc., is going to be of no avail if the upper-class example does not 
coincide with the upper-class sermon. 

First of all, remember that freshmen do not do as they are told; 
they do as they see you do. New men are plastic pieces of clay. In 
your hands, not mine, rests the possibility of molding rightly. 

1. After we have talked to freshmen in our meetings, let us not 
spoil the missionary work by hypocritical fraternization in leisure 
moments. Let us realize then that we have, fundamentally, two 
duties: one calling for almost continual efforts in the training of our 
new class ; the other calling for a constant care that our personal con- 
duct is such as to augment the verbal instruction. 

2. It has been proven wise to form a freshman organization. The 






12 PHI GAMMA DELTA 

new men will elect a president and a secretary, and will hold regular 
weekly meetings. We shall give them an order of business much 
like our own, excluding, of course, the ritual. They will report com- 
mittee and officers' work; prepare and discuss papers on school and 
fraternity subjects; criticize one another's actions of the current 
week ; and develop their meetings, as they see fit, into media for con- 
structive and cooperative class betterment. 

Your Chairman of Freshman Training, or Freshman Director, 
will always sit with the freshmen and act as liason officer between 
them and the chapter. Giving to the new men an organization of 
their own, as long as it is sincerely and seriously developed, has proven 
a great boon to spirit, discipline, and proper instruction. If you are 
called upon, from week to week, to talk to this organized group on 
some phase of the many fraternity or college problems facing it, do 
so with conscientious zeal. 

3. At the conclusion of the weekly freshmen meetings (which 
they themselves conduct) the Training Committee will submit the 
lessons, and conduct the examinations, prescribed in this Catechism. 

4. Aside from these duly required weekly meetings we may in- 
dulge from time to time in "criticism" or "razz" sessions, in which the 
freshmen will be given a constructive "going-over," for disciplinary 
weaknesses. 

Finally, it is most important to remember that the greatest means 
of training is to be the freshman organization itself. This concen- 
trates responsibility and gives us a body instead of many individuals 
to work with. You will even find that freshmen through watching 
one another's faults and correcting them, will themselves do a great 
deal of our work for us. 

Then the duly prescribed lessons will build up in the new men a 
sound ethical and mental basis that should warrant their entrance 
into our circle. 

May we who have been given direct responsibility in this matter 
have your constant support and effort? 

Chairman, Freshman Training Committee 



GENERAL SUGGESTIONS ON FRESHMAN 
ORGANIZATION 

Meetings 

i. As soon as the class is complete, start the organization. 

2. Explain to freshmen the purposes of such an organization. 

3. Freshmen will elect a president and a secretary-treasurer. 

4. Give the group a form of meeting. We suggest: 

A. Roll Call. 

B. Minutes of Last Meeting. 

C. Officers' Reports. 

D. Committee Reports. 

E. Excusal of Absentees at Last Meeting. 

F. Old Business. 

G. New Business. 

H. Paper on Fraternity or College Subject. 

I. Talk by upper-classman, professor, alumnus, or visit- 
ing guest. 

J. Round Table Discussion. 

K. Criticisms for good of Freshmen. 

L. Suggestions, Instructions, and Critique by Chapter Rep- 
resentative (F. T. Chairman), 

M. Adjournment. 

Meetings to be followed by Lesson and Examination for the Cur- 
rent Week. 

5. See that the freshmen pitch into the thing seriously. (This 
will obtain if the Training Chairman and his committee supervise 
very carefully.) 

6. Work out at the first meeting, or by committee, the first week, 
a set of freshman organization by-laws. 



14 



PHI GAMMA DELTA 



Responsibility 

7. Remember that the Committee on Freshman Training acts 
as liason between the chapter and the freshmen. Let the chapter in 
its meetings, after listening to the committee's weekly reports on 
freshman progress, instruct the committee, not the freshmen, if prob- 
lems arise. In short, do the work through groups, not individuals. 
If a senior has a grievance he should always take it up through the 
committee which will transmit it to the freshmen. 

8. This committee, and not some upper-classman who wants a 
favor done, will always direct freshman activities and duties. One 
member will supervise the weekly or daily freshman manual work. 
Grievances or evidences of shirking noticed by other upper-classmen 
shall be reported first to the committee which shall handle the disci- 
pline in every instance. It may be well to allow the freshman presi- 
dent to sit in the chapter cabinet or executive meetings. 

9. Assignments of routine duties, or incidental favors shall be 
posted, supervised and punished only by direction of the committee. 

10. To keep track of current progress use a bulletin chart. In 
many chapters we see something like this, for discipline: 



freshmen j Smith Jones Miller Parker Etc. 


CHAPTER WEEK OF OCTOBER 6-1 3, 1922 


White VV 


Green V V VV V 


Black VVV 


Brown V 


Etc. 



The chart is renewed weekly. When an upper-classman feels that 
a freshman has fallen short in an obligation, he places a check oppo- 
site his name and under the freshman's. In this example it seems 
that Pledge or Freshman Jones has been especially wayward and 
Brother Green has been alert to Jones's and the other freshmen's way- 
wardness. Under direction of the freshman training committee, 
often directly following the freshman meeting, there is a reckoning 



COURSE IN FRESHMAN TRAINING 



15 



of the week's report and the wayward and the worthy are criticized 
or commended as the chart has warranted. 

11. The chart system can be developed in many useful ways. It 
is valuable in campus activity promotion, for instance : 



CAMPUS 


< 

c 
c 

U 

• 
• 


3 

3 
) 

O 


c 

* 
c 

1 

c 

V 


3 

•1 
j 
4 

3 


c 

J 

c 
c 
c 

p 


i 

h 
« 

3 


1 
1 

c 

; 


4 

j 

X. 
H 


1 

C 

I 

c 

: 

c 
"«5 


-4 
J 
5J0 
« 

3 


*■ 

c 


>-> 
5 


c 

i 

S 

< 


3 
3 

J 


4 

L 

c 

c 

c 


2 

3 

3 


< 

c 

1 

c 

c 




J 

3 
5 


< 
> 


3 


c 

I 

c 

4 

\ 

1 

C 


5 
) 


I 

C 
C 

c 

• 


J 
5 


U 

w 


Smith 


• 





• 
• 


O 






• 





• 




• 
• 




• 





• 
• 
• 
• 


O 
O 
O 
O 


• 
• 









Jones 




Miller 




Parker 





This is a reproduction of a chart much like several being used to- 
day. As soon as the temperaments and possibilities of each freshman 
are ascertained, a black mark is placed in the first half of the space 
opposite the name and under the activity in which the committee be- 
lieves the different men should participate. When a man accom- 
plishes his goal, opposite the black mark is placed a circle. In the 
example, Smith being a very talented yearling, was led to believe that 
he could do several things. Of seven possibilities, Smith made good 
in five. The charts are worthy checks on freshmen activity and 
reminders to the ambitionless. 

Discipline 

12. The world is growing better. The Inquisition, Slavery, the 
Bastinado, the Whipping Posts and old-time Penitentiary Methods 
have vanished. A great fraternity man once said, "You cannot beat a 
freshmman into a pattern." The day of the paddle is past. Thous- 
ands of alumni have said that they look back with regret upon the 
"rough stuff" which most certainly dimmed the sacredness of it all. 



16 PHI GAMMA DELTA 

Scholarship 

13. More important than the foregoing, is the scholarship chart. 
Our first lesson is devoted to this matter. Impress early and con- 
tinually the need of it. 

Freshmen come to college from secondary schools where it is the 
duty of the teachers to see to it that students are pushed to the 
academic limit. College is very different, and the average freshman 
must be made to realize he is for the first time in his life dependent 
upon his own will-power and faculty of concentration for his deci- 
sions. 

The chapter — or more directly, the committee — must see that 
their supervision takes the place of the parents' and high school 
teacher's. Your freshman will be of no value to you if he cannot do 
his class-room work. Great football coaches are devoting most of the 
spring practice to lectures on "getting through and staying in school." 
They say, "We believe it as important to make sure you understand 
calculus as football. For if you cannot do your calculus, of what 
value are you going to be to us on the field?" 

Show freshmen early the absolute necessity of good capacity schol- 
arship. Make it plain that: 

A. They were sent to college to do the academic job first. 

B. They must learn that professors will give them the work to 
take or leave, as they will. It will be up to the freshmen to do their 
work with little or no outside prodding. 

C. Because of the freedom of it all, and especially the "cut 
clause," they must exercise great will power. Most men have 
"flunked" because of sheer laziness in attending classes. 

D. There is nothing like a good start. Waste no time in getting 
down to classroom business. Then the professors will be convinced 
and the battle will be half won. Dallying and postponing the start 
will make it harder for the freshmen in other ways, not the least of 
which will be shown in the stagnation of their "mental processes." 

E. The way to do college, is to do it every day. 

F. Aside froA the college viewpoint there is another phase that 



COURSE IN FRESHMAN TRAINING 17 

now enters into the freshman existence. He has lost his personal 
identity. He is a part of a group. 

G. This group is dependent upon each freshman to help justify 
the group existence. The greatest tool in anti-fraternity hands is 
poor chapter scholarship. If chapters are chronically poor and below 
non-fraternity averages they do not deserve to continue. 

Poor chapter averages are due generally to poor work on the part 
of a few men. These men refuse to realize that they are not the only 
ones that suffer. They fail to know that the chapter is judged by 
the weakest and not by the strongest. In short, they do not realize 
that they have lost the personal identity and are "part of a group." 
It is up to the group to see that the weak are strengthened, and two- 
thirds of the freshman battle is won when he is convinced that his 
work must be good, or not only he, but thirty others will suffer. 

H. Continual preaching may do it but it is best to maintain a 
constant check on freshmen. It is valuable to let deans and profes- 
sors know that the chapter is sincerely desirous of systematic coopera- 
tion. Deans know that chapters can do a great deal of their work 
for them. So by all means, maintain some kind of perpetual scholar- 
ship inventory chart. 

I. Semester grades are too late. Don't wait until a man is lost. 
Most chapters are getting monthly grades on every man in every 
subject. Sometimes the professor will be loathe to submit periodical 
marks. He can generally be talked into it. If he does no more 
than give a general indication of a man's work, that will suffice. 
On the following page we reprint a card used successfully at Kan- 
sas. In that university, professors were convinced that the chapter, 
through its Training Committee could show real results if freshmen 
were "caught in time." They agreed to go into minute detail on the 
current work, effort, ambition and particular weakness of each man 
in each subject. The cards caught the new men in time. Hard 
work for your committee? Yes. But not so hard as the rushing 
of new men to take the place of those who might have been but were 
not, caught in time. 



i8 



PHI GAMMA DELTA 



Scholarship Report 
To the Fraternity of Phi Gamma Delta 



NAME OF COURSE 


STUDENTS 














PRESENT STANDING 













// this standing is "G" or below, to which of the following 

reasons is it duel 



Inattention ? 




1 






Insufficient Preparation ? 


. 










Lack of Interest? 












Irregular Attendance? 

How many cuts has the Student? 












Poor Written Work? 












Is Written Work Turned in Late? 












Low Quiz Grade? 
What was it? 












Poor Note Book? 












Is the Student Ill-adapted to the Course? 

























Suggestions: 
Date: 



Signature 



COURSE IN FRESHMAN TRAINING 



19 



J. The chart. 

The foregoing cards are used to supply data for the perpetual 
inventory chart, whereon every man's current work is written and 
compared. A city chapter until last year had a chronically failing 
freshman class. Supervision was almost impossible. It conceived 
the idea of the perpetual chart. This is what it looked like : 



Bi-weekly Scholarship Chart for Freshmen 





October 


November 


December 


January 




1 


15 


1 


15 


1 


15 


1 


15 


Smith 


| ! 












Math. I 


B | B 


B | (D) 


AV 


B 


B 




History I 


C 


C 


C 


(E) 


AV 


B 


B 


Etc. 


English I 


A 


A 


A 


(D) 


AV 


A 


A 




French I 


D 


D 


D 


(F) 


cv | 


c 


B 




Jones 


















Math. I 


A 


A 


(D) 


(D) 


AV 








Latin I 


A 


A 


(C) 


BV 


A 




Etc. 




Spanish I 


C 


B 


B 


B | 


B 








Oratory 


C 


C 


B 


B 


B 








Miller 






I 












Greek I 


B 


C 


B | 












English I 


D 


D 


(E) | 




Etc. | 








French 


D 


C 


C 













The Freshman Committee succeeded in convincing every professor 
that they could show results if the professors would give them a rat- 
ing every two weeks on every freshman. When the grades appeared 
they were posted. You notice that Freshman Smith had a B, C, A 
and D report in four subjects. He maintained this average through- 
out another month and then on November 15, his cards showed a 
slump. He had proven that he was a B student in Math. When 
he fell to a D, the committee started to find out why. He was 
disciplined and spent the next two weeks at the house under strict 
supervision. On December I, his cards showed that he had made 
up his deficiencies, and was again maintaining his good average. 

The chart had caught the freshman in time. It had shown what 



ao PHI GAMMA DELTA 

Smith could do when he worked. It had shown him and the chap- 
ter on November 15, that something had happened during the last 
two weeks. The rings around his November 15 mark meant that 
he was due for discipline. The December 1 comeback showed that 
he was "back on the track" again. 

As a matter of history you will be interested in knowing that this 
chapter which had for years lost many freshmen through lack of 
timely supervision, upon the adoption of the chart, passed every fresh- 
man in every subject. 

"Timely supervision," let that be the motto. 

Incidental Suggestions 

14. Aside from our strict belief that all supervision should be 
directly handled by the freshman committees, we prefer to leave the 
development of the incidental machinery to that body. In many 
chapters the habit of giving each freshman a responsible "daddy" or 
"guardian" has been successful. A weak upper-classman will be a 
dangerous "daddy." In all cases this system should be used only for 
observational purposes. Reporting on the "wards" is all right, but 
dispositions and recommendations should be handled by the committee. 

15. Discipline used to mean, "Bring out the paddle." Today it 
means the denying of privileges and application of strict supervision. 
Poor grades mean evening and often afternoons of supervised study 
in the house. Laziness, selfishness, egotism, and other common fresh- 
man faults are best worked off through hard work and the denying 
of privileges. Today in most co-ed schools freshmen have no "dates" 
during the school week. Still further "denying" in disciplinary cases 
has effect. 

16. Throughout the course we have carried on the 'modern idea 
that freshmen are freshmen until they are sophomores. The meet- 
ings, lessons and examinations continue regardless of initiation. 



PART .II 



LESSONS AND EXAMINATIONS 

Procedure 

We have never stressed sufficiently the ethical training of the fresh- 
man. He has learned the Greek names of our chapters but seldom 
has he grasped, except unconsciously later, the finer translation of 
fraternity ideals and ethics. 

For that reason we have tried to guage the instruction so that there 
will be a proportionate mingling of historical, statistical, and ethical 
knowledge. 

The weekly meetings will be divided into lessons, examinations on 
previously assigned work, and assignments for the next week. 

We propose to leave a great deal to the individual committee for 
its development and enlarging. In many cases only themes, or leads 
will be suggested. We shall expect that the lesson outlines be fol- 
lowed strictly, but there need be no limit to local application. 

It may strike you as you start the actual work that we are attempt- 
ing to cram a great deal too much down the new throats. We be- 
lieve we are justified in intensifying the first few lessons by the fact 
that freshmen need very early this ethical knowledge. They make 
many mistakes and the mistakes stamp them. A new man often 
spends the remainder of his college career trying to live down his 
primitive thoughtlessness. After the rush wherein the yearlings are 
too often made to believe they are "just what we have been waiting 
for," we must get down to the business of construction through in- 
struction. 

Throughout the first ten weeks we propose to do no more than 
show freshmen the bigness of the fraternity meaning. We will tell 
them what is expected of them on the campus and in the chapter. 
After that we can get into the matters of history, organization, statis- 
tics, prominent alumni, etc. 

Most of the subject matter will be given freshmen in lectures 



24 PHI GAMMA DELTA 

rather than through outside reading. See that they take full notes, 
for these notes will be the only reference they will have to refresh 
memories for examinations. It is suggested that each man procure 
a note book and use it continuously throughout the course. The 
information piled up from week to week will be valuable the rest of 
the freshman's college career and will be necessary as a source book 
for his first year's fraternity advancement. 

There are thirty lessons. Some of these are quite voluminous and 
may be extended over a two-weeks' period. It is advisable to utilize 
every school week throughout the year. This may be done by pad- 
ding according to local needs and desires. Under no condition will 
there be any cutting, for each lesson is dependent upon the foregoing. 

The last three lessons on rushing may be continued into extra 
weeks. In addition to the regular course there will be given at the 
end of the year a final and all-inclusive freshman examination. We 
also suggest at the request of many chapters, an annual examination to 
be given all sophomores, juniors, and seniors. 

To maintain discipline and morale, some system of punishment 
must be administered as penalty for indifference and poor work. The 
work will suffer if it is not made plain at the start that freshmen 
have a great deal of work ahead of them and that it must be con- 
scientiously and thoroughly studied and digested. 



The officers and the Freshman Training Committee will meet at 
the earliest possible moment to read and study together this Course 
of Training. With a bird's-eye view carefully established they will 
delegate the work and lose no time getting it into operation. 



LESSON I First Week 

A. Lesson — General. 

I. Freshman Training Committee (hereafter known as F. C), 
under direction of the Chairman of the Freshman Training Commit- 
tee (hereafter known as C. F. C), will outline generally the course 
for the year. Explain just what is ahead of new men in this course 
of study. Emphasize the need for sincere and thorough application.* 

II. A. Talk on "The New Status;' by the "E" or C. F. C. 

Suggestions — Freshman is now part of group — has lost personal 
identity — has joined with others for purpose of cooperative helpful- 
ness — must remember his every act will reflect credit or discredit 
upon the whole group — fraternity is no hat-rack — cannot merely 
absorb fraternity — must put something in to get something out of 
it — must develop capacity for work inside chapter as well as in 
class-room and on campus — etc. 

(This outline talk should take the form of a combination welcome 
and warning. Treat very generally on the new ethical status from 
school and chapter viewpoint.) 

B. Assignment. 

Outline very generally for study during the coming week, 
Charles W. Hill's article, "Batting .300 in College," appearing 
throughout Volume 43, 1920-21 of The Phi Gamma Delta. Assign 
Chapters 1 and 2 for next week's review. (Vol. 43, No. 1 ; Oct., 
1920.) 



LESSON II Second Week 

A. Lesson. 

I. Talk on "School Traditions and Customs," by "E," C. F. C, 
or Chairman Chapter Activities Committee. 

Suggestions — Explain in addition to prevailing customs, proper 
conduct on campus — in classroom — with other fraternity men — 
with non-fraternity men — town merchants — co-eds — emphasize 
"college first, fraternity second" — pound at democracy — give his- 
tory of college. (The average freshman makes many early mistakes 
in his personal actions. He often becomes over-inflated because of 
his fraternity achievement. Fight against this and tactfully give him 
a calm, time-wearing set of personal ethics for which he will thank 
you many times later. If we are truly conducting an institution of 
supplementary education, let us apply it ethically. The personal 
conduct, the habits of speech, the disposition of leisure hours, in short, 
the personal lives of each man should be constantly observed and 
constructively criticized. ) 

II. Talk on "Chapter Traditions" (general) by "E." 

Suggestions — Paint picture of the chapter — show it is something 
more than a mere social medium — place to learn things college will 
never teach, viz., knack of getting along with men, unity, charity, 
organization, financial responsibility, hospitality, personal etiquette, 
social practices, comradeship, prestige of service, team-work. 

Outline chapter organization : officers, cabinet, committees, etc. — 
committee work — scholarship — finances — alumni — inter-fraterni- 
ty — national obligations — correspondence — magazine — scrap 
book — guest register — freshman rules — rushing — recommenda- 
tions — house and yard — jewelry — "T. N. E." — Cheney Cup — 
campus activities. 

(Work up this presentation carefully. Here is your chance to 



COURSE IN FRESHMAN TRAINING 27 

give new men who have little idea of the greatness of it all, the proper 
insight. ) 

B. Examination (Oral). 

On Lesson I 

1. What is your "new status?" 

2. Describe * 'fraternity." 

On "Batting .300 in College" (Oral). 
1. Tell about "Form" and "Skill." 

C. Assignment. 

Chapter 3 — "Batting .300 in College" (Vol. 43, No. 2; Nov., 
1920.) 



IN THE MEANTIME 

Are freshmen getting acquainted in the chapter, on the campus, 
with the faculty, with the coach, with the townspeople? 



LESSON III Third Week 

A. Lesson. 

I. Talk on "Scholarship" by Chairman of Chapter Scholarship 
Committee. 

Suggestions — No. 13 under "Freshman Organization," — empha- 
size need of good start — learn to give professors what they want — 
concentrate at study — avoid "lobbying" and bothering mate who has 
no time for visiting — explain necessity for continuous good capacity 
work — whole chapter suffers through individual failure — we are 
never safe unless chapter average is high — explain charts and check- 
ing methods — penalties — no cutting classes — study hours, etc. 

(The average freshman doesn't know how to study efficiently. He 
wastes time. It is often well to point out the methods best adapted 
to certain subjects and professors. Pound home the "group idea." 
You intend to see that the freshmen do good work because your 
chapter life depends on it. Diagnose carefully suggestions under No. 
13 Freshman Organization and let new men know you mean business 
from the start.) 

II. Read the following article prepared by Thomas Arkle Clark, 
Dean of Men of the University of Illinois: 

THE BEST MAN IN THE CHAPTER 

We were talking over the men who composed the active member- 
ship of his chapter, Greene and I, and attempting to give a proper 
estimate to each man's character ana 1 influence. We were pretty well 
agreed until we came to Benton. 

"Benton is the best man in the chapter," Greene asserted. 

"Why do you think so?" I asked. 

"Well, he's our best student," Greene affirmed, "or at least close 
to the best. He has good manners, he is well known about the cam- 



COURSE IN FRESHMAN TRAINING 29 

pus, his morals are unimpeachable, and his family connections are 
excellent." 

This was all true, but from my point of view Benton was far from 
the best man in the fraternity. He was selfish; he seldom gave any 
consideration to the interest or welfare of others. He had the most 
comfortable and quietest room in the house. No freshman in trouble 
with his studies would ever have thought of going to Benton for 
help, though he was, perhaps, the best able of any one in the chapter 
to give the help had it been asked. He made no sacrifices for other 
people. He knew less about how the fellows were getting on, what 
the standing of the individual men in the chapter was, than many a 
freshman. He often came to my office to ask for some personal 
favor, but I should never have thought of asking him anything about 
how his fraternity brothers were doing, for he would not have known 
or cared. If there was anything special to be done for the chapter 
he was always busy; his own interests came first. 

He could not work well with other people. He made no conces- 
sions, he yielded none of his opinions or preferences. He was in- 
variably right and admitted it, and if things could not go his way 
he refused to have anything to do with them. I was accustomed to 
grant such special favors as he might ask, for it must be said to his 
credit that he was a student who seldom if ever neglected his work, 
and who accomplished his assigned tasks regularly and well ; but if he 
ever asked me for something which I could not quite feel I ought to 
grant, he was never willing to accept any view of the case gracefully, 
but he went out of the office flushed and angry. He was a bad loser. 

He was well known about the campus, it is true, but he was not 
popular. He was indifferent or arrogant to the man who, less for- 
tunate than himself, had not had a chance to belong to a fraternity, 
and even to other fraternity men he assumed an air of condescension 
which was maddening. It was evident that before we had talked 
to him for, five minutes he felt that the men who were members of 
his fraternity were of a different class, were formed of a finer clay 
than were the commonplace members of other organizations. He 
was a selfish, conceited snob. He was moral to a fault, if that were 
possible. He flaunted his virtues in the face of the derelict; he had 



30 PHI GAMMA DELTA 

no sympathy or patience with the man who yielded to temptation and 
whose will was less strong than his own. He had no understanding 
of the man who did not always keep squarely in the middle of the 
straight road, and he said so. For this reason he had less influence 
for good than a less blatantly virtuous man would have had ; he was 
listened to, but not heeded. No, I could not quite admit that Ben- 
ton was the best man in the chapter. 

What are the characteristics of the best man in the chapter? He 
ought first of all to be a good student; that goes without saying. 
He could not be the best man unless he realizes his obligation to do 
all the things for which colleges primarily exist. Colleges were or- 
ganized and endowed to give men a chance to study, to make them 
acquainted with books, a chance such as they can never again have in 
their lives, and the man who neglects this opportunity, who argues 
that it is the loafer who succeeds best when out of college, who falls 
down disastrously in his regular college work, has missed the whole 
point of college. He has failed himself and he has thrown over his 
chance to influence, by the power of his example, the other fellows 
with whom he is in regular contact. He must be a good student; 
he need not be the best one in the house, however, in order to be the 
best man in the chapter, but he cannot afford to drop below the gen- 
eral average of the college. 

He should give some thought to the work and the welfare of the 
other fellows in the chapter as well as to himself. A fraternity is 
something more than a mere lodging house or boarding house ; it is an 
association of friends where each does what he can for advancement 
and betterment of the others. I hear fraternity men say, often, "I 
try to keep things going all right in the house, but it is more my 
concern and more my business what the men do when they are out- 
side." But the man who says this is not the best man in the chapter. 
The best man knows everyone, is interested in everyone, wants to 
help every brother to do and be his best, and he realizes that what 
every member does within and without the chapter influences very 
directly the character and the reputation of every other man. A good 
fraternity man, and therefore certainly the best fraternity man has a 
personal responsibility for the work and the conduct of every other 
man in the chapter and he realizes this responsibility. When I ask 



COURSE IN FRESHMAN TRAINING 31 

such a man about his chapter he knows something and he is interested 
to know more. 

The best man in the chapter is not, however, satisfied merely to 
know the men in his own fraternity. His interests are wider than 
that. He knows other fraternities and fraternity men, and he does 
not always think that their men are inferior to those in his own 
chapter. He makes friends among those men and he is loyal to 
them. Nor does he confine his interests or his friendship merely to 
fraternity men. If he is a student in a big institution, he realizes 
that there are probably more good men outside of fraternities than 
inside and he makes friends with these men also. He not only, there- 
fore, comes to be well known, but he comes to be much respected, 
and often much envied. 

The best man in the chapter is always a man of principle and a 
man with a backbone. The ideals of the fraternity must be to him 
something more than mere words; they must be the expression of 
principles which he respects and believes in and adheres to. He 
must follow them not merely because someone else has said that they 
are good, but because they have a vital meaning to himself. They 
will be tested many a time; his will to do what he knows is right to 
do may not always be strong enough to stand the test but in the main 
he must be a man who has the strength of his convictions, who has 
the courage to stand even against opposition and ridicule for the 
things he knows to be right. 

The best man in the chapter is not only loyal to the chapter, but 
he is loyal to the college of which he is a member. He respects its 
regulations, he knows its traditions, he respects its good name, and 
does what he can to further its interests. He knows that wherever 
he goes he represents the institution and gives it its character and its 
reputation. The man who, when off the campus, or who in another 
city, drinks, or bets, or plays the rowdy, no matter how high his grades 
may be or how prominent he is in college affairs, is in fact one of the 
poorest students in his chapter. 

I have in mind now, however, a young fellow who is the best man 
in his chapter. He is somewhat better than an average student, 
though not an excellent one. Some of his work he does well, and 
has done so many spectacular things and has been praised so much 



32 PHI GAMMA DELTA 

that it would turn the head of an ordinary man, but his success has 
left him as modest as he was before he attained it.» Being an athlete 
he could, as many such men do, take no interest in anything outside 
of his college sport. He is, however, president of his fraternity and 
he knows every member of the chapter thoroughly, and is quite well 
aware of what each is doing. He shows such interest in what each 
is doing and he has such tact in the management of the individual 
problems of each member that he is very much loved and very much 
respected by everyone. 

He finds time not only for his own studies and for his athletic 
practice, and for the management of his fraternity, but he is quite 
generally interested in all college affairs. Something was going 
wrong among the undergraduates only a few days ago when he and 
two or three others like him came to my office and proffered to do 
anything even at personal danger to themselves, to help correct it. 
Above all he is a man of character who stands for things that are 
clean and honest and right, and who is not afraid or ashamed to let 
it be known where he stands. Every man on the team, every man 
in the chapter, and hundreds of men in the college will recognize 
and feel his loss when he goes, and that is why I say he is the best 
man in the chapter. 

It is such men as he who help us keep our faith in humanity, who 
strengthen our belief in the fraternity, and who make the world 
better for having lived in it. We find them everywhere, thank 
heaven, not so strong always as he, but yet dependable, clean, not 
afraid of work, unselfish, loyal to their fraternity and to the college, 
and standing always and everywhere for principle. It is such a man 
who stimulates the freshman who associates with him to determine 
that he, too, some day will be "the best man in the chapter." 

B. Examination. 

On Lesson II (oral). 

i. Ask questions on College customs. 

2. Ask questions on proper conduct about campus ; relations with 
other fraternity and non-fraternity men; personal habits; etc. 



COURSE IN FRESHMAN TRAINING 33 

3. Name ten ethical advantages to be had from chapter associa- 
tion. 

4. Picture generally the chapter organization. 

5. Who is the "Best Man" in Dean Clark's imaginary chapter, 
and why? 

On "Batting .300 in College" (Oral). 
1. What about "Records?" 

C. Assignment. 

Chapters 4 and 5, "Batting .300 in College" (Vol. 43, No. 3 ; Dec, 
1920.) 



IN THE MEANTIME 

Are the freshmen working? Is Smith out for football? Is 
Jones reporting for the Daily? Are the other eight "being 
heard from"? 

And 

Do they all seem to be digging into the class-room work as if a 
good start was a necessity? Are they all attending all classes? 



LESSON IV Fourth Week 

A. Lesson. 

I. Talk on "Chapter Finances" by the "T" and C. F. C. 

Suggestions — Explain chapter budget and financial system in gen- 
eral — emphasize necessity of prompt payment of fraternity obliga- 
tions — learn early personal business responsibility — : explain house 
notes and future plans — endowment or sinking fund — warn about 
personal budget and against extravagance and contracting of foolish 
debts. 

((Non-payment of current bills is merely a bad habit. Business 
men say that youth can learn one of life's greatest lessons by getting 
into habit of paying bills on time. Chapters are learning that they 
are healthy only as long as finances are healthy. Finances will not 
be healthy unless every man has learned that fraternity bills come 
first. You will avoid fines and suspensions that create havoc with 
unity, if you pound into freshmen this "fraternity first" theory on 
money matters. Many chapters notify fathers of new men as to the 
exact budget their sons will be obliged to meet. When the sons 
know this has been done they will be loathe to buy new suits with 
the money that father has sent for board and room.) 

B. Examination. 

On Lesson III (written.) 

1. What are we dependent upon more than any one other thing 
to justify our existence as a chapter of Phi Gamma Delta? 

2. Who suffers if you do poor scholarship? 

3. (Ask several other such questions to drive home last week's 
words on scholarship.) 

On "Batting .300 in College" (Oral). 
1. What does Hill say about "Planning?" 



COURSE IN FRESHMAN TRAINING 35 

2. About "Standards?" 

C. Assignment — Chapter 6, "Batting .300 in College" (Vol. 
43, No. 5; March, 1921.) 



Note: At the conclusion of each lesson and examination it may 
be well to discuss informally the current subject matter. 

Bear in mind that there must be created within the freshman mind 
a real desire to know his fraternity. Create a morale that calls for 
hearty and pleasant reciprocation in meetings. This will obtain if 
the C. F. C. and his committee carefully prepares the text. By this 
time the C. F. C. will have realized that his is a real task and if he 
and his committee are working as they should, the freshman will be 
realizing that they are up against serious business, yet such business 
that can be pleasant and most certainly fruitful. 



IN THE MEANTIME 

Has each freshman forgotten all the nice things everybody said 
about him when he was being rushed? Is his frame-of-mind 
such that he can be constructively criticised? Is he already 
starting to learn the job of being a good Fiji? Chapters are not 
Grand Opera Companies. Sometimes three hours work on the 
front lawn or the second story windows will take the embryonic 
"temperament" out of the freshman prima donna. 



LESSON V Fifth Week 

A. Lesson. 

1. Talk on "The Work of the Various Chapter Committees" by 
"E" or C. F. C. 

Suggestions — This is important for freshmen vision — show how 
much chapter is dependent on them to comprehend early — greatest 
work on alumni relations — but they must know other angles so 
they can take up future operations with experience and confidence — 
interested hard worker gets little credit but makes the best Fiji — 
Committees: Scholarship — Executive (Cabinet) — Freshman — 
House — Alumni Relations — Activities — Publications — Audit 
(Finance) — Entertainment (Social) — Rushing — Cups — Inter- 
fraternity — Etc. 

(Freshmen will try to "get out of" as much chapter work as possi- 
ble. This is because we go after them as if they were disinterested 
slaves to an independent and divorced group of upper-classmen. Make 
it clear continually that they are being trained, not "worked." The 
burden of future continuity is going to fall on new shoulders. These 
shoulders must be developed. The freshman who spends hours mail- 
ing alumni greeting cards does not comprehend the magnitude of his 
work because the return mail reveals no letter or check. Put spirit 
into his work. Exact it always with the comment that he is doing 
a bit of service and learning the job of being a good "inside" Fiji.) 

B. Examination (Oral). 
On Lesson IV. 

i. Explain the general chapter financial system. 

2. Explain the house or alumni note system. 

3. Why is it important to pay bills on time? (To yourself and 
chapter.) 

4. What do you think of the man who can pay but does not? 



COURSE IN FRESHMAN TRAINING 37 

5. (Ask other applicable and locally specific questions to drive 
home the sense of financial responsibility.) 

On "Batting .300 in College.'" 

1. Describe Hill's ''Methods of Study." 

C. Assignment — Chapters VII and VIII, "Batting .300 in 
College" Vol. 43, No. 6; April, 1921.) 



IN THE MEANTIME 

How are the freshmen "living"? How are they keeping their 
rooms ? How are they spending their leisure hours in the house 
and "down town"? Are they associating correctly? And 
with other fraternity and non-fraternity men? Are you tact- 
fully smoothing off occasional rough edges in speech, manners, 
appearance and general decorum? 



LESSON VI Sixth Week 

A. Lesson. 

i. Talk on "The College" or "The University" or "School 
Problems" or "The School and the Fraternity" — from a "college- 
first" viewpoint, by a college authority. The dean, registrar or even 
the president or some outstanding and spirited professor will generally 
be glad to address the freshmen on a timely subject. 

Develop the interest of the faculty. Let deans and professors 
know that we want to cooperate for mutual helpfulness. They will 
be glad to visit the house often and talk to the new men especially. 
When the Field Secretary calls on deans it is not so much to get 
"grades and dope" on chapters as it is to convince authorities that we 
want to cooperate. Convince freshmen that faculties are not the 
"bug-bears" they often believe them to be. Teach them to respect 
but not to fear or fight the professors for freshmen come and often 
"go," but professors stay on forever. Let us turn their "stays" into 
pleasant associations and cultivate them for our own emolument. 

B. Examination. None. 

C. Assignment — Chapters IX, X and XI, "Batting .300 in 
College," (Vol. 43, No. 7 ; May, 1921.) 



IN THE MEANTIME 

How were the first month's grades? Are you sure or do you 
just think so? 



LESSON VII Seventh Week 

» 

A. Lesson. 

I. Review of "Batting .300 in College' 1 by "E," C. F. C. or 
others. 

Suggestions — We have thought Brother Hill's article so valuable 
to new men as to devote six weeks study to it. It is full of timely 
advice. Let some chapter member study and outline the entire 
course, boiling down subject matter to a concrete working basis. An 
evening's review can be prepared on the following basis: 

a. Treat "Form" and "Skill" generally. 

"Form," (energy distribution) — the efficient application of 
power — time element — reproductability — reflex habits. 
"Skill" (control and direction). 

Application of "Form" and "Skill" to Mental Activities. 
"Twice the grades for half the study." 

b. "Records." 

(Have freshmen prepare records of sample daily and weekly 
activities in units of time) — will help to plan distribution for 
best results. 

1. Personal Time — sleep, toilet, meals. 

2. Productive Time — study, activities, etc. 

3. Waste Time — unplanned. 

c. "Planning." 

Suggest plan cards of each day during one week on basis of 
Records. 

d. "Standards" — (of conditions.) 

1. Social and campus. 

2. Study — Quiet — Light — Ventilation — etc. 
Personal fatigue — worry — mental attitude. 

3. Equipment and Materials. 



40 PHI GAMMA DELTA 

e. Methods of Study. 

1. Concentration (stress this, for it is hard to concentrate 
in any chapter house). 

2. Division. 

3. Outlines. 

4. Association. 

5. Summary. 

f. Operation. 

1. Ideals. 

2. Counsel. 

3. Inspection. 

4. Discipline. 

5. Health. 

(This outline may be used for lecture or paper. Develop the 
matter as you will ; but develop it. Deliver it so freshmen will retain 
high points. Preparation and discussion of individual working charts 
may prove worth while in round table following lecture. Freshmen 
should take full notes.) 

B. Assignment. 

1. Prepare personal daily and weekly charts as prescribed. (Left 
to discretion of C. F. C. or lecturer.) 

2. Prepare for written examination on "Batting .300 in Col- 
lege." 



IN THE MEANTIME 

Are you sure the freshman class has been finally scoured for 
material ? Often the best man is overlooked in the "mad rush." 
Fiji freshmen especially should be on the lookout. 



LESSON VIII. Eighth Week 

A. Examination on "Batting .300 in College" (written.) 

Suggestion — Prepare at least ten questions on basis of last week's 
review, round table, chart, and preliminary study. 

Insert questions here : 

1 



B. Examination. None. 

C. Assignment. None. 



LESSON IX Ninth Week 

A. Lesson. 

I. Talk on "The House," by C. F. C. or other chapter member. 

Suggestions — Develop pride in chapter house- — stress personal 
life in house. 

a. Make it a home, not a club. Carry on the home atmosphere, 
at the table, in study, at leisure. 

b. Cultivate tone. 

Guard and forever preach against liquor, profanity, smut and 
gambling menaces. Develop individual poise and conservatism 
that preclude boisterousness and uncouth and undignified ac- 
tions. Avoid "small-town stuff." • 

c. Develop comradeship but remember that half the battle is in 
learning to continually "live with" thirty men of thirty tem- 
peraments and do so in "concord and affection." Unity. 

d. Learn charity in viewpoint. (Unselfishness.) 

e. Learn organized hospitality. (Every new man must know 
that he has an individual duty in the entertainment of visi- 
tors. This, some think, is the outsider's most common criterion 
of judgment. Drive it home!) 

f. Watch social practices to see they are correct. Etiquette, man- 
ners, attention to social exactions need stress generally. If we 
are conducting a supplementary educational institution why 
should we not see that men learn how to handle a knife and 
fork, attend a chaperone and even improve their personal ap- 
pearance ? 

g. Preach cleanliness, order, gentility. Watch house party de- 
corum. Watch study hours. Develop "chapter night" idea 
of informal get-together for literary or purely social purposes. 

h. Explain local House Rules. 



COURSE IN FRESHMAN TRAINING 43 

II. Critique. 

(By this time freshmen will have shown most of their personal 
weaknesses. After the general lecture, apply specific criticisms to 
individuals. Inevitable punishment will keep a man above poor 
scholarship but profanity, selfishness, bad manners, etc., are cured 
only by constant harping.) 

B. Examination. None. 

C. Assignment. None. 



IN THE MEANTIME 

Are all freshmen paying all bills on time? Are any of them 
contracting needless town debts? Is Smith spending more than 
he can afford on dates? Are upper-classmen thoughtful of 
pocket-book limitations when they cast about for freshman com- 
pany? 



LESSON X Tenth Week 

A. Lesson. 

I. Talk on "College Activities" by Chairman Chapter Activities 
Committee and C. F. C. 

Suggestions — Preach value of getting something more out of col- 
lege than mere class-room training — can commercialize every activ- 
ity in after-life — business men know that in athletics, etc., men can 
learn leadership, team-work, resourcefulness, etc. — some freshmen 
will devote most of extra-curriculum time to inside chapter work 
but all can do something on campus. Back student movements as a 
chapter. 

Support the college in its less brilliant phases. Keep all men 
boosting associations, clubs, plays, magazines, and papers. Attend 
chapel, functions, games, practices, sings, etc., in full force. Be 
known as a ' 'college-backing" chapter. Don't let one man forget 
the school gets the first interest. Let every man try to be more dem- 
ocratic than any non-fraternity man in school. If the chapter "is 
popular with" unorganized men, it is "safe for democracy." 

Get out! Get in! Get across! 

II. Critique. 

(By this time freshmen will have shown their campus weaknesses. 
Here is a chance to criticize constructively and individually with 
suitable personal application. Remember that not all men are made 
to be campus luminaries. Be careful not to urge some activity on a 
temperamentally unsuited man. Some will make up for campus 
hopelessness by equally valuable chapter work. All men can attend 
functions and give spirited moral support to college organizations and 
movements. ) 



COURSE IN FRESHMAN TRAINING 45 

B. Examination (Oral.) 

On "The House." 

Suggestion — Prepare at least ten questions based on last week's 
lesson. 

C. Assignment. None. 



IN THE MEANTIME 

How about the second month's grades? Are they better or 
worse? What are you doing about it? 



LESSONS XI AND XII 

Eleventh and Twelfth Weeks 

(Examine carefully and divide as you see fit.) 

A. Examination (oral) on "College Activities' 1 from last 
week's lesson. 

B. Lesson. 

I. Talk on "American Universities and Colleges 11 by C. F. C. or 
others. 

Suggestions — Give general survey of Educational Field — valu- 
able as background to fraternity development. We are interested 
but slightly in history, classification, and rank. Give general outline 
of scope and locations — importance lies in giving freshmen knowl- 
edge of expansion field. Develop this without reference to fratern- 
ity aspect. 

Following is an extract from "The Undergraduate and His Col- 
lege," in which former Dean Keppel of Columbia, gives a good re- 
sume of higher educational conditions. Read and present carefully: 

PRESENT DAY TYPES OF COLLEGE 

How can one classify our colleges of to-day? Perhaps the most 
obvious natural division would be as between the institutions devoted 
wholly to undergraduate work and those where the collegiate depart- 
ment is part of a larger university organization. In the former 
group many of the best-known examples are to be found in New 
England and in the Middle States, colleges of fine traditions and good 
standards, like Bowdoin and Hamilton and Haverford. They are 
also scattered through the Middle West and the South; Wabash, 
Earlham, and Beloit, for example, and Trinity College in North 
Carolina. Other institutions, while having one or more professional 



COURSE IN FRESHMAN TRAINING 47 

schools associated with them, are, after all, primarily collegiate in 
character, as, for example, Dartmouth and Princeton. 

The colleges which are integral parts of broader university organ- 
izations include the whole group of State institutions and the en- 
dowed universities like Harvard, Pennsylvania, Virginia, and Chica- 
go. In some of these universities the collegiate department is small 
in numbers and influence, but in most of them it is a very essential 
part of the life of the institution as a whole. A very important fac- 
tor, so far as the college is concerned, is the standards of the profes- 
sional schools in the institutions in question. If these standards are 
only those of high-school admission, many of the best students never 
enter the college at all. With higher standards a large share of the 
men attracted to the university primarily for professional study satis- 
fy the preliminary requirements for such study in the university 
college. 

In practically all of the larger universities the under-graduate 
student has the privilege of electing one, or in some cases two, years 
of professional study and offering it toward his bachelor's degree, and 
this privilege, which obviously shortens the total period of college 
and university residence, is perhaps the main factor in the rapid 
growth of the university colleges as contrasted with that of inde- 
pendent colleges. This disparity in growth is a fact which is only 
just beginning to be generally recognized. Within the five-year 
period for 191 1- 16 the number of male undergraduates of the Uni- 
versity of California increased by eight hundred, whereas the com- 
bined growth of seven large independent colleges for men, in the 
same period, was less than half that figure. 

Colleges divide into other groups on the basis of the sources of 
their support. The earliest type looked to the support of the devout 
and generous of some particular religious group or sect, and the 
"denominational college" still plays a large part in our collegiate 
scheme of things. The original formal relation with the denomina- 
tion has often broken down, sometimes from the sense of the need 
of full freedom of conscience, and in a few recent cases for the more 
practical reason that the welcome Carnegie pensions go only to pro- 



48 PHI GAMMA DELTA 

fessors in institutions free from definite religious control. Even in 
the institutions where such control affects the membership of the 
president or faculty, there has almost uniformly been entire free- 
dom among the student body, and to-day certain of the Roman Cath- 
olic institutions — which for traditional reasons have been most con- 
servative in this regard — are welcoming students of other faiths. 
An interesting movement is the establishment of small denominational 
colleges in the vicinity of the State universities. These colleges get 
the advantages of the library and other facilities of the larger insti- 
tution, and in turn act as feeders for its professional and technical 
schools. 

An association of American colleges (mainly the denominational 
ones) is at work to emphasize their place in the scheme of things. 
Although denominational institutions are still being established, as, 
for example, the Southern Methodist University in Texas, most of the 
more recent institutions founded by private generosity, such as Reed 
College and Rice Institute, have no denominational flavor. 

In the early days all the colleges, even' the denominational ones, 
did not hesitate to beg freely and often successfully for governmental 
aid. The State legislatures, however, soon adopted the policy of 
starting their own institutions or taking over existing private founda- 
tions. The first to rise to prominence was the University of Michi- 
gan, which had grown to one thousand undergraduates in the year 
1890. That of the youngest State, Oklahoma, has to-day 2,000 
students and an annual income of a half million dollars. In the 
modern State-supported university the income for general purposes 
usually depends upon a mill tax, supplemented by special grants for 
building and other particular purposes. Many States originally di- 
vided the educational funds among two or more institutions and in 
some this arrangement has persisted, but the general tendency has been 
toward administrative centralization, if not toward unification. The 
State universities vary greatly in efficiency and standards ; by no 
means all of them yet requiring their students to graduate from high 
school before entering. 

In 1862 the Morrill grant made provision for federal support of 
State institutions, in the form of scrip entitling the holder to certain 



COURSE IN FRESHMAN TRAINING 49 

public lands belonging to the Government. Many of the State 
universities let this scrip go for a song to meet current needs, but the 
wise ones held on and have, of course, been richly rewarded. The 
present strength of Cornell University is largely due to the courage 
of Ezra Cornell during its lean years in holding scrip issued to that 
institution in the absence of a definite state university in New York. 
The Adams, Smith-Lever, and other laws recently enacted will pro- 
vide new sources of income from the Federal Government. 

The State university, in its conception and often in its realization, 
is a fit crown to the public education system of the Commonwealth, 
and the best ones instill into their students the realization of what 
citizenship in a democracy should mean. At the University of Ore- 
gon the students acknowledge their obligation in a formal pledge, 
which reads in part : 

The opportunities open to me here for securing training, ideals, 
and vision for life, I deeply appreciate and regard as a sacred trust, 
and do hereby pledge my honor that it shall be my most cherished 
purpose to render as bountiful a return to the Oregon people and 
their posterity, in faithful and ardent devotion to the common good 
as will be in my power. 

The material equipment of these institutions is second to none in 
the world. The university spending the most on its library to-day, 
for example, is not Harvard or Columbia, but the University of 
Illinois. In a rich State there is practically no limit to the results 
which may be obtained from a legislature honestly proud of the State 
and all its works, and a president with the art of showing just how to 
"wipe the eye" of the neighboring "millionaires' plaything" or of the 
rival State university. Minnesota and Wisconsin each gives its uni- 
versity over $2,000,000 annually, and Illinois averages $3,500,000. 
Some of them, notably California, Wisconsin, and Minnesota, have 
had their State grants generously supplemented by private gifts. 

In 1866 the Old Free Academy of New York City was rechris- 
tened the College of the City of New York, but the example of a 
college supported by municipal taxation found few followers until 
within recent years, when several strong city institutions have been 
organized, notably in Ohio, where the city University of Cincinnati 
had already been active for some time. It looks as if the particular 



50 PHI GAMMA DELTA 

field of these city colleges would prove to be in the training for mu- 
nicipal service, the city departments being used as laboratories of the 
social and political sciences by their students. The New York City 
College is now making elaborate plans along these lines. 

Contrasted with State and municipal institutions are those whose 
support, beyond the income from fees, comes indirectly rather than 
directly from the community — from endowments and gifts for cur- 
rent purposes. The private gifts to higher education in this country 
have no parallel in the history of mankind. It has been said, indeed, 
that on the average every college student to-day enjoys approximately 
one hundred and twenty dollars annually from current gifts and 
from the income on earlier gifts. 

We have in this group the historic universities of the Atlantic 
Seaboard with their numberless benefactors; the so-called one-man 
shows, Chicago and Stanford, though both have ceased to deserve 
the epithet; all of the denominational colleges, and even some of the 
most shameless of the proprietary diploma mills. 

Still another classification might be made, between those institu- 
tions where there is absolutely no distinction as to the sexes, like 
Cornell and Oberlin, and those where separate instruction is furn- 
ished for undergraduate men and women, as Columbia, Western Re- 
serve, and Tulane Universities. The strictly monastic institutions 
are relatively few in number, and are nearly all on the Atlantic 
Seaboard. 

The United States was the first country to make any general pro- 
vision for the higher education of women, and the example set at 
Oberlin in 1833 and at Antioch in 1853 has been generally followed 
by the institutions since then. Recently published statistics show 
that from 1895 to 1902 the number of students in separate colleges 
for women increased from 14,049 to 15,544, while the attendance 
of women in coeducational colleges increased from 13,940 to 23,216. 
If we exclude Roman Catholic colleges, the percentage of coeducation- 
al colleges grew from thirty per cent in 1870 to seventy- two per cent 
in 1902. 

Still another line of cleavage, broken down more or less in these 
days by the trolley and the motor, but which still has significance, is 



COURSE IN FRESHMAN TRAINING 51 

the line between the city and the country. On one side are the 
metropolitan universities like Columbia and Chicago, and also those 
within the sphere of influence of some large city and certain to be 
absorbed by it sooner or later; Harvard, for example, is now within 
eight minutes of Boston Common by subway trains; others are the 
University of California at Berkeley, across the Bay from San Fran- 
cisco, and Washington University, in the outskirts of St. Louis. 
Then there is the type represented by Yale and Wisconsin Univer- 
sities, established in smaller cities; and, finally, the rural institutions, 
most of them much smaller in size than the city types, although 
Cornell, Princeton, and Dartmouth are notable exceptions. The 
University of Illinois, originally a rural university, is rapidly build- 
ing two towns about it. 

The amount of endowment or lack of it is a matter of record, as 
are the value of the physical equipment and such significant factors 
as the amounts of money devoted to the library. The relative dis- 
tinction of the faculty is harder to determine, but the facts as to 
formal preparation for the work to be undertaken, membership and 
activity in learned societies, scholarly production, and the like, are 
available. A decision based upon such criteria might do injustice 
to some one first-rate individual teacher who is side-tracked in some 
third-rate institution, but it would not do injustice to any academic 
group as a whole. 

The quality of the student body as contrasted with its quantity 
may be determined by a study of the standards of admission and 
advancement, to be learned for most colleges from the published 
reports of the Carnegie Foundation, which are a much safer guide 
than the college catalogue. It is the college of good repute which 
provides for its undergraduates nation-wide and sometimes interna- 
tional contacts. A chart has recently been published showing the geo- 
graphical distribution of the undergraduates in Harvard, Yale, and 
Princeton. Harvard draws from every State ; Yale from all but one ; 
and Princeton from all but five. Another criterion is the success 
of recent graduates (to go too far back is deceptive) in competition 
with men from other colleges ; as, for example, the competition which 
develops in the great professional schools of the country. 



52 PHI GAMMA DELTA 

Finally, there is the general attitude of the institution toward its 
responsibilities. Is its policy courageous and progressive, or timid and 
laissez-faire? When the trustees elect a president, do they choose a 
man who can "advertise the college and get money," — one whose 
normal habitat soon becomes the Pullman car, — or an expert with 
the brains and industry to stay at home and make the college its own 
advertisement ? 

These are all fair and practical avenues of inquiry, but any attempt 
to make a classification based upon them has always resulted in loud 
protest from every institution dissatisfied with the relative position 
in which it finds itself or fears to find itself, to the effect that these 
are external and material things — that what makes a college is its 
Spirit, with a capital S, and that the nobility and devotion of the 
faculty, and the earnestness and high moral qualities of the students, 
give to this particular college the Spirit which makes the statistic of 
the jealous outsider by comparison as tinkling brass and sounding 
cymbal. I don't want to belittle institutional spirit, which is a very 
real thing, but I submit that it is at least as likely to be found in 
the many well-equipped institutions with good standards of admin- 
istration and scholarship, situated in all parts of the country, as in 
the colleges which protest the loudest. Out of the six hundred and 
more institutions listed as colleges on the books of the United States 
Commissioner of Education, just about one hundred, by a generous 
estimate, deserve the title. 

This dangerous distinction between the real thing and the sham 
cuts across all the other bases of classification. Honest standards 
have nothing to do with size, and Haverford, one of the smallest of 
the separate colleges, pays the highest average salaries to its teachers, 
while one of the rapidly growing "universities," which shall be 
nameless, would almost lead the procession if it were moving in the 
opposite direction. 

It is not generally realized that of our American colleges, twenty- 
five per cent have a total income of less than twenty-five thousand 
dollars per annum, and that these colleges have a collegiate enroll- 
ment of fifteen thousand students. We have all laughed over the 
story of the local booster who said that his town was the most pro- 



COURSE IN FRESHMAN TRAINING 53 

gressive in the State, that it had two universities and they were haul- 
ing the logs for a third, but our amusement is more at something past 
and gone than the circumstances in many parts of the country really 
warrant. 

It behooves serious men and women to think of all these things; 
both in general as a matter of little recognized fact in our national 
life, involving enormous waste, and in particular with reference to 
the young men and young women for whom they may in any way 
be responsible. 

One very important factor toward the solution of the problem 
of the small, poorly equipped college is the present movement toward 
the establishment of junior colleges ; which frankly offer only the first 
two years of the customary college programme and devote all their 
energies to doing these two years well. Many have already taken 
the step, and the movement, particularly in the South and West, is 
likely to become a general one. It has the advantage of giving the 
student with only two years to spend the feeling that he is finishing 
the particular job on which he started. The principle of the junior 
college has for some time been recognized at the University of Chi- 
cago and elsewhere, and the University of Washington, after a study 
of the whole question, has recently reorganized its undergraduate 
system with the junior college as a basis. 

It is easy to misjudge conditions in any particular college because 
popular repute follows actual conditions claudo pede. Almost in- 
variably the reputation, whether for good or bad, is at its height some 
time after the institution has ceased to deserve it. Colleges, like 
other living organisms, have ups and downs, and while the colleges 
with good equipment and standards never fall so low as the highest 
point reached by those not so blessed, still there is a great choice at 
any given time among colleges in any given group. This is for vary- 
ing reasons. Sometimes a college is temporarily handicapped by an 
unfortunate administration, with lowered standards as a result of 
acute athleticism or a campaign for numbers. In universities the 
college frequently suffers from a focus of interest on some other part 
of the institution. Very often the college suffers from its own suc- 
cess, after a period of rapid growth without a corresponding im- 



54 PHI GAMMA DELTA 

provement in facilities. Sometimes the trouble is a besetting com- 
placency. There are other cases where no single obvious cause can 
be assigned, but where the institution is none the less evidently having 
an "off" period. 

On the other hand, every good college has its great periods, due, I 
think, more than anything else, to some subtle harmony and balance 
between the faculty and students. Harvard has had several such 
periods in her long career, and the Rutgers Class of '36, Yale '53, 
or Princeton '77, or Columbia in the early eighties, are other ex- 
amples. Later on, Knox College, in Illinois, and DePauw, in In- 
diana, produced a group of striking men within a few years, as did 
Oberlin and certain State universities of the Middle West. The 
pioneering days of a college are often very fertile, as was notably 
the case at Stanford. To-day Illinois and California Universities 
seem to the Eastern observer to carry strong voltage. 

Colleges vary very widely in the distance they have traveled dur- 
ing the comparatively short time since requirements for admission 
and graduation were practically uniform throughout the country. 
It is not my plan to go deeply here or elsewhere into pedagogic theory, 
but we must remember that these matters have their influence upon 
the undergraduate, about whom this book is written, and who, 
although he appears to remain singularly aloof from all these things, 
is really more concerned with them than any one else. 

The most striking change has been in the classics. According to 
Professor Luckey, "in 1895-96 seventy-five per cent of the leading 
colleges and universities in our country required Greek for entrance 
to the A.B. degree, in 1907-08 the percentage fell to twenty-two 
per cent, while to-day it is five per cent. In 1895-96 ninety-seven 
per cent of the leading colleges and universities required Latin for 
entrance to the A.B. degree, in 1907-08 the percentage fell to sixty- 
three per cent, while to-day the percentage is forty-one per cent. 
In one hundred and six leading colleges and universities to-day neith- 
er Latin nor Greek is required for entrance to the A.B. degree. It is 
significant that the first-class institutions took the lead in abolishing 
the classical language requirement. The second-class colleges held 
on to this requirement longest." 



COURSE IN FRESHMAN TRAINING 55 

These figures do not tell the whole story. Practically every col- 
lege which maintains some modicum of Latin for the A.B. degree 
will admit students without it for some other degree, and no great 
distinction is made by the faculty or in the student body between 
the two classes of students. A rapidly increasing number of colleges, 
moreover, tired out by the increasing multiplicity of baccalaureate 
degrees (the Standard Dictionary now recognizes some thirty-four 
of them), have returned to the practice of awarding a single degree, 
and make no requirement of the classics with reference to it. Pro- 
fessor Holland Thompson has recently made a study of the one hun- 
dred and six colleges generally regarded as the best, and finds a 
strong tendency to make the A.B. simply a certificate of the comple- 
tion of any course of general study. Even the "Yale Alumni Week- 
ly" asks "whether the time is not ripe at the older colleges to reor- 
ganize their curricula so as to give the classics their proper and more 
or less 'elective' place, and face the modern world with a more mod- 
ern graduation requirement?" 

Side by side with the elimination of the old requirements has gone 
a less conspicuous, but educationally more important, movement to- 
ward the admission of new subjects of study for credit toward 
admission or graduation. A list has been published of one hundred 
and sixty-six possible secondary-school subjects, each one of which 
makes its plea for college recognition. 

Perhaps I have confused and wearied my readers by all these 
classifications, but I know no other way to bring home the truth that 
the question of going to college for any given boy is not simply to be 
answered by a "yes" or a "no." It is not simple even if the answer is 
"no," because there are now many other agencies to teach the same 
subject-matter, even though the environmental conditions may be 
different. While the example of the Workingman's College in Eng- 
land, to which Kingsley, Ruskin, and Tom Hughes gave so much 
time, has not been followed here, the Young Men's Christian Asso- 
ciation has already established a North-Eastern College for part-time 
students in Boston, and other interesting experiments are in progress. 
If, on the other hand, the answer is "yes," there is a variety of choice 
which depends on what the boy in question is like, his general abil- 



56 PHI GAMMA DELTA 

ity and reliability, his health, his dominant interests, and perhaps most 
important of all, his ambitions. 

II. Summary — It might be well to impress upon freshmen 
three or four classifications as to types and sizes. Let us picture gen- 
erally : 

A. Large State Universities: 

Examples — University of California. 
University of Michigan. 
University of Illinois. 
Ohio State University. 
University of Washington. 
Pennsylvania State College. 
University of Texas. 

B. Smaller State Universities'. 
Examples — University, of Vermont. 

University of Georgia. • 
University of Utah. 
University of Louisiana. 
New Hampshire State. 

C. Combination State and Privately Endowed Institutions: 

Examples — Cornell University. 

University of Virginia. 

Rutgers College (State University of New Jer- 
sey). 
Miami University. 
Gettysburg (Pennsylvania College). 

D. States in which state colleges {liberal, professional, scientific 
or technical) are divided into two or more universities or col- 
leges : 
Examples — Iowa — I. Iowa University. 

2. Iowa State (Ames). 

Oregon — I. University of Oregon. 
2. O. A. C. 



COURSE IN FRESHMAN TRAINING 57 

Colorado — I. University of Colorado. 

2. Colorado Agr'l College. 

3. Colorado School of Mines. 

Georgia — I. University of Georgia. 
2. Georgia Tech. 

Oklahoma — 1. University of Oklahoma. 
2. Oklahoma A. & M. 

Washington — 1. University of Washington. 
2. Washington State. 

E. Large Colleges (typically liberal arts, though often called 
universities) : 

Examples — Dartmouth. 
Princeton. 
Lafayette. 

Ohio Wesleyan (co-ed). 
Oberlin (co-ed). 

F. Colleges (small) : 

Examples — Williams. 

Allegheny (co-ed). 

Knox (co-ed). 

Haverford. 

Wabash. 

Washington and Jefferson. 

Very Small. 
Sewanee. 
Kenyon. 
Davidson. 
Trinity. 

G. Of Municipal Nature : 

University of Cincinnati. 
University of Pittsburg. 
College of City of New York. 



58 



PHI GAMMA DELTA 



H. Denominational : 

Northwestern. 

Syracuse. 

Wooster. 

Colgate. 

Southern California. 

Bucknell. 

Grinnell. 

I. Technical in Character: 

Massachusetts Tech. 
Worcester Tech. 
Carnegie Tech. 
Purdue. 
Case*. 
Rensselaer. 
Lehigh. 

III. Survey of States. Typical Examples 





UNIVERSITY OR 




STATE 


LARGE COLLEGE 


COLLEGE 


Alabama 


University 




St. Bernard 


Arizona 


University 






Arkansas 


University 




Hendrix 


California 


University 




Redlands 


Colorado 


University 




Colorado College 


Connecticut 


Yale 




Wesley an 


Delaware 


State College 






District of Columbia 


University 






Florida 


University 




Stetson 


Georgia 


University 




Mercer 


Idaho 


University 




Gooding 


Illinois 


University — 


Chicago 


Knox 


Indiana 


University 




Wabash 


Iowa 


University 




Grinnell 


Kansas 


University 




Baker 


Kentucky 


University 




Centre 


Louisiana 


University 




Tulane 


Maine 


University 




Bowdoin 



COURSE IN FRESHMAN TRAINING 



59 





UNIVERSITY 


OR 




STATE 






COLLEGE 




LARGE COLLEGE 




Maryland 


Johns Hopkins 




St. Johns 


Massachusetts 


Harvard 




Amherst 


Michigan 


University 




Albion 


Minnesota 


University 




Carleton 


Mississippi 


University 




Meridian 


Missouri 


University 




Wm. Jewell 


Montana 


State College 




Mt. St. Charles 


Nebraska 


University 




Creighton 


Nevada 


University 






New Hampshire 


Dartmouth 




St. Anselus 


New Jersey 


Princeton 




Rutgers 


New Mexico 


University 




N. M. S. M. 


New York 


Cornell — Columbia 


Hamilton 


North Carolina 


University 




Davidson 


North Dakota 


University 




Fargo 


Ohio 


State University 


Denison 


Oklahoma 


University 




Kingfisher 


Oregon 


University — O. A. C. 


Willamette 


Pennsylvania 


University 




Swarthmore 


Rhode Island 


Brown 






South Carolina 


University 




Furman 


South Dakota 


University 




Huron 


Tennessee 


University 




Sewanee 


Texas 


University 




Price 


Utah 


University 






Vermont 


University 




Middlebury 


Virginia 


University 




Richmond 


Washington 


University 




Whitman 


West Virginia 


University 




Bethany 


Wisconsin 


University 




Beloit 


Wyoming 


University 






Canada 


Toronto — M 


agill 




IV. For further 


knowledge we i 


-eprint statistics on the enroll- 


ment at some leading 


state universities 


Register Increase Predicted 
for over for 




i 


919-1920 1913-1914 1950 


University of Califoi 


rnia . 


. n,893 6,213 42,958 


College of the City oi 


F New York _. 


.. 9,071 6,767 42,871 


University of Michig 


an _ 


- 8,56 


3,040 23,760 



3,425 


25,674 


4,537 


20,955 


2,6o8 


20,334 


3,194 


22,983 


3,148 


21,698 


1,252 


9,850 


2,147 


16,026 


2,264 


16,253 


1,927 


H,053 


855 


8,497 


1,454 


11,464 


i,575 


11,909 


1,512 


11,070 


1,863 


12,757 


304 


4,48o 


1,600 


10,600 



60 PHI GAMMA DELTA 

1919-1920 1913-1914 1950 

University of Illinois 8,549 

University of Minnesota 8,275 

University of Wisconsin 7,294 

Ohio State University ! 7,023 

University of Washington , 5,958 

University of Kansas 5,589 

University of Nebraska 5,286 

University of Louisiana 4,933 

University of Texas 4,418 

University of Missouri 4,222 

Pennsylvania State College 4,194 

Iowa State College 4,034 

University of Cincinnati 3,5*3 

Oregon State College of Agriculture— 3,442 

Kansas State College of Agriculture 2,961 

University of Oklahoma 2,608 

C. Assignment — At the conclusion of the first division of the 
talk on "American Universities" in Lesson XI, you will explain and 
assign for the next week the following: 

A. Songs of Phi Gamma Delta. 

(By this time Freshmen will have "caught on" to most of the 
songs. However, most chapters have required actual song examin- 
ations before initiation. There are certain songs which are univer- 
sally sung and next week in connection with the Lesson XII, each 
man will prove that he can hold up his end vocally. Though some 
chapters have been content with written words of songs, we recom- 
mend that a chapter song leader conduct an actual singing examin- 
ation wherein each freshman shall be called upon to sing or approach 
as nearly as possible, that vocal process.) 

All freshmen should know: 

1. "The Initiation Song." 

2. "Show Me the Scotchman." 

3. "Doxology." 

4. "Great White Star." 

5. "When College Songs." 

6. "Here's to Good Old Delta." 

7. "Smoke Dreams." 

8. Modern Numbers. 



LESSON XIII Thirteenth Week 

A. Lesson. 

I. Talk on "American College Fraternities" by C. F. C. or 
others. 

Suggestions — Having laid basis during last two weeks, now see 
where fraternities- come in. Be very general — show statistics, types, 
histories, etc., of whole fraternity system. 

a. Origin — Greek customs. 

(In days of Socrates and Plato young students banded together 
and selected their teacher. Was beginning of fraternal association. 
Down through history, in schools, colleges, and after-life men have 
shown tendency to huddle together. Knights of Round Table and 
German Duelling Clubs, etc., are examples. So origin goes back to 
fundamental male instinct.) 

b. Baird's Manual. 

(We shall use Baird's occasionally and with discretion.) 
Read pages 1-4; Origin — Nomenclature — Insignia. 

c. Development. 
(Baird's, page 4.) 

Study and outline carefully: 

1776 — First fraternity — Phi Beta Kappa. 

1 8 1 2 — Kappa Alpha — locals. 

1 800-50 — Literary Societies. 

1827 — "Union Triad." 

1 83 1 — Sigma Phi first to branch out of local status. 

1832 — Alpha Delta Phi at Hamilton. 
^33 — Psi Upsilon at Union. 

1834 — "Social Fraternity" at Williams; later becomes Delta 

Upsilon. 

1835 — Alpha Delta Phi goes West to Miami. 



62 PHI GAMMA DELTA 

1 %39 — Beta Theta Pi (first western) at Miami. 

1841 — Chi Psi at Union. 

1 844 — First Southern chapter at Emory. 

1844 — D. K. E. goes into Yale where Alpha Delta Phi and Psi 

U had just planted. 
1847 — First New York City chapter, Zeta Psi, followed by Delta 

Psi. 

1847 — Theta Delta Chi brings Union total up to six. 

1848 — Phi Gamma Delta at Jefferson (now Washington and 

Jefferson). 

1848 — Phi Delta Theta at Miami. 

1849 — Phi Kappa Sigma at Penn. 
1852 — Phi Kappa Psi at Jefferson. 

1854 — Chi Phi at Princeton. 

1855 — Sigma Chi at Miami completes "Miami Triad" (with 

Beta and Phi Delta Theta). 

1856 — Second Southern — Sigma, Alpha Epsilon and Theta Chi. 
1859 — Delta Tau Delta at Bethany. 

1860-65 — The War Period (Perilous). 
1865-69 — At V. M. L, A. T. O. and Sigma Nu. 
1865 — Kappa Sigma at Virginia. 

1868 — Pi Kappa Alpha at Virginia and Phi Sigma Kappa at 

Massachusetts Agricultural College. 

1869 — Phi Delta Phi, first professional fraternity, at Michigan. 
This marks end of pioneer development period. 

Recent fraternities were established as follows: 
1890 — Delta Chi. 
1895— Alpha Chi Rho. 
1895 — Pi Lambda Phi. 

1898 — Zeta Beta Tau. 

1899 — Delta Sigma Phi. 
1899 — Tau Kappa Epsilon. 

1 901 — Sigma Phi Epsilon. 

1902 — Alpha Sigma Phi. 

1903 — Phi Epsilon Pi. 

1 904 — Pi Kappa Phi. 



COURSE IN FRESHMAN TRAINING 63 

1904 — Kappa Delta Rho. 
1904 — Alpha Gamma Rho. 
1904 — Acacia. 
1906 — Alpha Phi Alpha. 
1906 — Phi Kappa Tau. 

1908 — Sigma Pi. 

1909 — Sigma Alpha Mu. 

1 910 — Phi Sigma Delta. 

191 1 — Lambda Chi Alpha. 

191 1 — Kappa Nu. 

191 1 — Kappa Alpha Psi. 

1912 — Beta Phi. 

1 912 — Phi Chi Delta. 
1918 — Phi Mu Delta. 

Disregard Baird in his discussion of general fraternity classifica- 
tions, etc. In fact there is no need after reading through page 11, 
to refer further to his Manual. 

B. Examination (Oral). 

On "American Universities and Colleges." 

1. Why are we interested in a survey of the American educational 
field? 

2. Name three old eastern universities. 
Name two old eastern colleges. 

Name three of the oldest western schools. 

3. How does Dean Keppel classify schools? 

(Universities — colleges — sources of support — sex distinc- 
tion — city — country — policies — spirit — admissions — 
requirements. ) 

4. Name two large state institutions. Two smaller ones. Two 
state-private ones. Two states that divide into two institutions. 
Two large colleges. Two very small colleges. Two denominational 
colleges. Two technical schools. 

5. Name university and college in ten states. 

C. Assignment. None. 



LESSON XIV Fourteenth Week 

A. Lesson. 

1. "American College Fraternities" continued. 

Suggestions — Last week we discussed origin, nomenclature, in- 
signia and early development. Now consider what we find today in 
the fraternity world. We are not talking Phi Gamma Delta yet 
but by careful presentation of this lesson, we lay the basis for our 
confidence in its prestige. 

i. Because colleges were born in the East and Southeast first, so 
fraternities sprouted there and many became early identified as "East- 
ern" or "Southern" organizations. 

2. The "Miami Triad" having crossed^ the Alleghenies, started 
things in Ohio and became pioneers in the Middle West. 

3. The "Jefferson Duo," born on the so-called East- West border, 
was strategically situated for liberal disregard of provincialities. 

4. By i860, "Eastern" and "Southern" fraternities had confined 
their expansion mainly to the vicinities of their birth, the Atlantic 
Seaboard and the Alleghenies being considered for the most part, the 
"limits of the educational field." 

5. The group born in Ohio remained quite as provincial for the 
most part. 

6. There was, however, before i860 a marked tendency toward 
southern expansion by both groups, Phi Gamma Delta placing ten 
southern chapters in twelve years. 

7. But the Civil War played havoc with the South and disrupted 
Northern arrangements. 

8. In 1865 there was a scramble toward rehabilitation and in the 
South six new fraternities were born to take the place of dead and 
dying northern branches. 

9. Now comes a renaissance period wherein fraternities often lost 
original identities. "Southern" groups went north. A few "East- 



COURSE IN FRESHMAN TRAINING 65 

ern" groups summoned courage to push to the West and the "Middle 
West" group especially launched furious expansion campaigns. Phi 
Gamma Delta, for instance, gradually lost nearly all of its first dozen 
chapters due to the southern upheaval and started at the rate of 
about two a year to branch about equally in easterly and westerly 
directions. It was not until 1890 that the Eastern fraternities did 
much western expansion and then it was confined mainly to the large 
state institutions. 

10. Though the earliest western expansion of all groups generally 
appeared first in small denominational colleges (as De Pauw) soon 
the force of the Middle Western State Institutions (as Michigan) 
became felt. The first fraternity entered the far west in 1870 at 
California. Another went to O. A. C. in 1882 and to Colorado in 
1883. Stanford was invaded in 1891 and the University of Wash- 
ington in 1896. 

11. Gradually all fraternities were drifting into forms and molds 
that were to stamp them for all time. Through the hectic period 
of early expansion, organizations were either dependent upon or 
were made to bow to the wills of a few leaders. There were seldom 
any policies. Organizations often expanded or remained stagnant 
because of the wishes of domineering oligarchical rulers. We can 
trace the trend of thoughts of the "powers that were" in the growth 
of fraternities. Many of those of Eastern origin adopted a short-sighted 
policy of "conservatism." They refused to believe that at Urbana 
and Madison and Berkeley, or at Crawfordsville, Galesburg and 
Granville in 1900 there would be institutions that would rank with 
those of the East in facilities, faculties and man-drawing power. 
Some realized it very late — so late that they found Phi Gamma 
Delta an established pioneer because of its earlier broadmindedness. 
Another fact contributing to the varying fortunes of different fra- 
ternities was the national organization and attention that in some 
cases held back, and in others promoted a healthy and fruitful de- 
velopment. 

12. Again many fraternities took chances. They chose to cover 
"as much ground" as possible. Expanding to right and left, they 
not only abandoned all hope of retaining national homogeneity but 



66 PHI GAMMA DELTA 

found that national organization and supervision was impossible while 
such rampant diversity obtained. 

13. As time went on, a very few fraternities seemed to have 
struck a happy medium between sectional conservatism and national 
recklessness. These few can be called National, yet conservatively 
so. Today there is little difference between the Eastern, Western 
and Southern output in schools of standing. The fraternity that 
had the foresight to realize this fact fifty years ago, today finds itself 
immune to cries of "snob" and "promiscuous." Phi Gamma Delta 
is the best example of conservative nationalism. We reprint from a 
recent fraternity publication, the following excerpt: 

There are sixty-four active chapters in Phi Gamma Delta. 

Eleven of the first sixteen chapters established were in the Southern 
States. Some of these and a few in the North, because of the ravages 
of the Civil War, and, later, a decline in the institutions wherein 
they were chartered, are now missing from the fold. 

It is a source of gratification to note that Phi Gamma Delta has 
had a most healthy existence in this respect and has devoted its efforts 
to the strengthening of its established chain, without suffering the 
demoralizing influence of heavy losses at one end and wholesale addi- 
tions at the other. 

Phi Gamma Delta, like other fraternities, was necessarily for a 
time confined to the East. But during the great Mid- West and Far- 
West expansion, it grew with the greater schools. Conservative in 
its selection of new chapters, it has always kept abreast of the pioneer 
growth. 

Today it is a national institution and yet it is conservatively so. 

Some fraternities are of the South. Some are of the East. Some 
with an unlimited roll are represented in nearly a hundred institu- 
tions, where there is, of course, a widely differing personnel and 
promiscuity of purpose. There are splendid arguments for each 
status. But we believe that Phi Gamma Delta has reached a prepos- 
sessing medium. We are not Southern. We are not Eastern. We 
are not Western. We are each and all of these. 

Glimpses from all sections of the country are but typical of the 
feeling of solid, uniform, conservatively national strength. Men of 



COURSE IN FRESHMAN TRAINING 67 

Phi Gamma Delta are realizing the value of an organization whose 
ideals are country-wide, and whose requirements for membership 
guarantee that from Maine to Texas and from Washington to Vir- 
ginia there will come forth each year, as in the past seventy-five, a 
band of closely-knit and similarly- thinking Fijis, whose esprit de corps 
is again enhanced when it begins to reap the fraternal, social and 
commercial values of graduate association. 

Phi Gamma Delta is nationally strong. And it is conservatively 
national. 

The total number of members living and dead is about 20,000. 
About 18,000 are living at this time. The number of men initiated 
every year is about 700. 

14. Assuming that today there are three indistinct classes of 
fraternities (1) the Eastern or Conservative Group, (2) the 
widely-scattered national group, and (3) the "happy medium" 
group, we believe we see the contributing causes immensely influ- 
enced by the spirit of the country. 

1. The old Easterner was by nature a Conservative. Hence the 
locale of his fruit was bound to be restricted. 

2. The swift-moving free spirit of the West urged its children 
to scatter promiscuously. 

3. Is it far-fetched to believe that Phi Gamma Delta, born be- 
tween the two extremes, should produce a "happy medium?" 

15. Classification. 

(Wherein we attempt to be absolutely frank, unprejudiced and to 
gauge opinions from a nation-wide viewpoint. Possibly a weak na- 
tional may maintain in your midst a local chapter of great strength 
and viewpoints will of course be warped. All the more valuable is 
it then for purposes of rushing to "know the national truths." We 
have had our greatest appeal in the physical truth. We are con- 
servatively national.) 

A few Universities, notably those of the Middle Western States 
and California, Washington, Columbia, Cornell, Pennsylvania in- 
clude on their rolls nearly all American fraternities. Many others 
in lesser degree show a representation of typically sectional or very 
general fraternities. So when we speak of a "sectional" type we do 



68 PHI GAMMA DELTA 

not mean, of course, that there has not been some digression. The 
point is that, through training, instinct and often unconscious direc- 
tion, certain distinct divisions have arisen. 

a. Ultra-Conservative (or Sectional). 

Old — mainly confined to East — satisfied with very limited pro- 
gram — all good but can offer man very little more than local bene- 
fits. Small membership — continuity greatly dependent upon lega- 
cies. 

Examples 192 1 

Kappa Alpha (N.) 8 chapters 

Delta Psi . 7 chapters 

Sigma Phi 10 chapters 

Delta Phi 14 chapters 

(Tau Kappa Epsilon, Phi Kappa Tau, Sigma Pi, Kappa Delta 
Rho, Beta Phi and Sigma Phi Sigma are small but not conservative. 
They are new and of no force.) 

b. Conservative 1921 

Alpha Delta Phi 26 chapters 

Psi Upsilon 26 chapters 

Zeta Psi 27 chapters 

Chi Psi 22 chapters 

Chi Phi 24 chapters 

Phi Kappa Sigma 31 chapters 

Theta Delta Chi 29 chapters 

Small but not conservative 

Alpha Sigma Phi 23 chapters 

Pi Kappa Phi 19 chapters 

Alpha Chi Rho 18 chapters 

Delta Sigma Phi 31 chapters 

Theta Chi 34 chapters 

c. Partially National (fundamentally Eastern). 

Delta Kappa Epsilon 43 chapters 

Delta Upsilon 48 chapters 



COURSE IN FRESHMAN TRAINING 69 

d. Conservatively National (no sectional preponderance.) 

Phi Gamma Delta 64 chapters 

Delta Tail Delta . 64 chapters 

Phi Kappa Psi 48 chapters 

Not large but young and weak 

Sigma Phi Epsilon 48 chapters 

Lambda Chi Alpha 55 chapters 

Southern 

Kappa Alpha 52 chapters 

Pi Kappa Alpha 54 chapters 

e. Formerly Conservatively National but recently Promiscuous. 

Sigma Chi 75 chapters 

Beta Theta Pi 81 chapters 

Phi Delta Theta 88 chapters 

f. Promiscuously National. 

Kappa Sigma 92 chapters 

Sigma Alpha Epsilon 91 chapters 

Alpha Tau Omega 75 chapters 

Sigma Nu 86 chapters 

16. Types. 

Very Conservative (Eastern) — Kappa Alpha (N.) 

Very Conservative (National) — Sigma Phi. 

Eastern (Sectional) — Psi Upsilon. 

Southern (Sectional) — Kappa Alpha (S.) 

Middle Western — Sigma Chi. 

Nationally Conservative Phi Gamma Delta. 

Nationally Promiscuous — Kappa Sigma. 

B. Examination. None. 

C. Assignment. 

1. Next week's meeting will be confined to an Examination on 
Lessons XIII and XIV, covering "American College Fraternities." 

2. We next take up the History of Phi Gamma Delta using To- 
mes Alpha as Text Book. Freshmen will be given the next two 



70 PHI GAMMA DELTA 

weeks in which to read completely and generally outline this entire 
volume. At the end of that time they will be examined on it. 

Thus far we have concentrated upon the ethical development of 
the freshman and have laid the basis for statistical study with the 
foregoing lessons on American University and Fraternity Fields. 
After Lessons XV and XVI on History we will pitch into matters 
of Organization, etc. 



IN THE MEANTIME 

How much does Phi Gamma Delta mean in the daily lives of 
the freshmen. Do they talk it? Do they begin to see its pos- 
sibilities? Do they read the Magazine from cover to cover? 
Do they read other chapter publications? Do they know every 
Fiji in town? Are they learning to look for Fijis when they go 
back home? Are they searching visiting teams for Fijis? Are 
they visiting nearby chapters? 

Or 

Are they just eating three meals a day in the Fiji house? 



LESSON XV Fifteenth Week 

A. Lesson. 

Ascertain whether or not all new men are progressing as di- 
rected in the work of assimilating Tomos Alpha. They have but one 
more week in which to have the vital points ready for examination. 

Aid in outlining the book may be given to advantage. 

B. Examination (written). 

On "American College Fraternities." 

i. Trace original origin. (Greek youths collected — history proves 
men have organized. Man's instinct.) 

2. How and why are fraternities named as they are? (Baird). 

3. What are the three types of insignia? (Baird). 

4. What, when and where was the first fraternity established? 

5. About what period did most of the fraternities originate? 
(1830-1850). 

6. Who composed the Union Triad? (Sigma Phi, Delta Phi, 
Kappa Alpha). 

7. Who composed the Miami Triad? (Beta Theta Phi, Sigma 
Chi, Phi Delta Theta). 

8. What two fraternities were born at Jefferson? (Phi Gamma 
Delta, Phi Kappa Psi). 

9. What effect had the Civil War on American Fraternities? 
(Disruption and death of many chapters — Founding of Southern 
organizations — A. T. O. — Sigma Nu — K. A. ( S. ) — Kappa 
Sigma — Phi Kappa Alpha.) 

10. What period is known as "The Dead Period" as far as birth 
of new fraternities is concerned? (1870-1890). 

11. Name five "recent" fraternities. (Lambda Chi Alpha — 
Acacia — Sigma Phi Epsilon — Alpha Chi Rho — Delta Chi, etc.) 

12. Fraternities were born East and South of what locality? 
(Oxford, Ohio). 



72 PHI GAMMA DELTA 

13. Name three distinct geographically located groups that con- 
centrated between 1 820- 1 870, in three general methods and scenes 
of activity. (Eastern, Southern, Middle Western). 

14. Give an example in each group. (Zeta Psi, Eastern; Kappa 
Alpha (S), Southern; Phi Delta Theta, Middle Western.) 

15. Though all good fraternities were born in or near the East 
at about the same time why are so many of them of distinctly oppos- 
ing size, nature and character today? (Individuals dictated varying 
policies — some preferred conservatism — others were reckless — na- 
tional organizations in these hectic times varied in strength; result 
was some nearly died; others prospered. The spirit and tempera- 
ment of various sections influenced expansion.) 

16. Name two ultra-conservative Fraternities. 

17. Name two fairly conservative Fraternities. 

18. Name best example of a conservatively national fraternity. 

19. Name one southern fraternity. 



IN THE MEANTIME 

Did the third month see a slump or an improvement in scholar- 
ship? What are you doing about it? 



LESSON XVI Sixteenth Week 

A. Examination on "Tomos Alpha," of the History of Phi 
Gamma Delta. 

We have boiled down the subject matter to a very minute 
examination form. You may enlarge as you see fit. Aside from a 
few facts, the value of the book obtains through "Impressions." 

1. Who was John McMillan? What did he do? 

2. The Log Cabin. Why and how do two institutions revere it ? 

3. What organizations were forerunners to fraternities at Jeffer- 
son. Describe them and their influence generally? 

4. About when and why did Jefferson College unite with Wash- 
ington College? 

5. When was Phi Gamma Delta established? Give exact date. 
Where? (Exact spot.) 

6. Who was the real leader? His five associates? 

7. Who laid the real foundation of principle and ideals? 

8. Tell some incidents of the first gathering? 

9. Where were subsequent meetings held for a time? Tell 
some incidents of these early meetings. What about No. 23 ? 

10. What about early expansion? How many chapters by 1862? 
11-15. Sketch briefly the lives, work and influence of the found- 
ers: 

John Templeton McCarty. Ellis Bailey Gregg. 

Samuel Beatty Wilson. Daniel Webster Crofts. 

James Elliott. Naaman Fletcher., 

B. Assignment. 

Learn Directory of Chapters in first seven Sections. (Dis- 
regard Greek names except for the chapters in your Section. Schools 
and locations only for the rest. Disregard street addresses except of 
those in your section.) 



LESSON XVII Seventeenth Week 

A. Lesson. (Announce that there will be oral examinations 
each week on ''Organization" to be summed up in a comprehensive 
written quiz later.) 

I. Talk on "Organization" by C. F. C. 

Note. We do not intend to flood the new class with numerous 
details of past and present organization. However, we have been 
told so often that our's is the most perfected and efficient machine, 
that the reasons therefor are worthy of note. 

Drill the following facts into the new men: 

a. Almost from birth until 1898, the fraternity was governed by 
a grand chapter which in the latter years, sat permanently in New 
York City. Through the efforts of worthy patriarchs who sat there- 
on, the work of supervision was carried on. The Pi, as the Presi- 
dent of the Grand Chapter was then called, and all his associates 
were a sort of permanent and self-perpetuating group. At conven- 
tions or Ekklesiai the office of honorary temporary President or Chair- 
man, was given generally to a prominent member of the fraternity 
who, however, was of necessity guided greatly in his work by the 
experience and knowledge of the permanently-sitting Grand Chapter. 

b. In 1898 the Constitution was revised providing for the system 
of government which now exists. In 1922 there were sixty- four 
chapters. There were about 18,000 living members and 2,000 de- 
ceased. 

c. The Ekklesia is the ruling body of the fraternity. Between 
Ekklesiai the affairs are administered by a board of graduates selected 
from different parts of the country and elected by the Ekklesia, who 
at all times are in close contact and conference with the active chap- 
ters. This board is known in the fraternity as the Board of Archons. 

In the Ekklesia, the aim is to leave the actual management of the 



COURSE IN FRESHMAN TRAINING 75 

fraternity affairs as far as possible to the active men, although the at- 
tendance and participation of alumni are at all times cordially wel- 
comed. 

The number of members of the fraternity attending an Ekklesia 
has reached as high a total as 700, exclusive of members' relatives 
and friends. 

Alumni of many cities vie for the honor of holding conventions. 
Committees of graduates are in charge of all arrangements for hotel 
accommodations and the social activity that marks the "off hours." 

Explain fully the history, advantages and operation of Ekklesiai. 
(Votes, delegates, fares, activities, etc.) 

d. The fifteen "sections," so-called, made up of small groups of 
chapters according to geographical distribution, now hold annual con- 
ventions modeled after the national convention. 

More than 150 men attended the convention of Section I held in 
1 9 1 9 at the Harvard Club in Boston, Mass. This is a remarkable 
evidence of the growth of the fraternity, since it was not many years 
ago that a college fraternity rarely had that number in attendance at 
a convention in which all its chapters were represented. 

In charge of those Sections are "Section Chiefs," alumni who are 
asked to hold and preside over the section conventions, to report fre- 
quently on condition to the governing board, and to make at least 
two visits a year to every chapter in the sections. These visits are 
rich in helpful counsel and suggestions supplementing the aid along 
the lines of uniformity of practices, principles and ideals that usually 
characterize the work of a field secretary. 

e. Still in addition, an association of "Fiji Purple Legion" men is 
composed of one representative alumnus of each chapter, a graduate 
advisor, whose duty is constant and intimate cooperation with the 
active chapter in solving its problems. 

f. Phi Gamma Delta was the first to create the office of Field 
Secretary. It has proven valuable to have a man whose entire time 
is devoted to scattering gospel of organization, etc. This makes for 
universality of ideals and development. 

g. Supervision — Freshmen are supervised and instructed by or- 
ganized upper-classmen. 



76 PHI GAMMA DELTA 

The chapter is visited continually by the Purple Legion man and 
faculty representatives. 

The chapter and the members of the Purple Legion are in turn 
visited twice a year and oftener by Section Chiefs, who conduct sec- 
tion conventions. 

Chapters, Purple Legionnaires and Section Chiefs are visited at 
least once a year by the Field Secretary, who brings the virtues of 
the good and the faults of the bad to the attention of all. He links 
the national office with the field. 

The Field Secretary but works out the problems of the National 
Secretary, who — 

Gets his views from the Archons, who — 

Get theirs from the Ekklesia members, who are — 

1. Freshmen. 

2. Upper-classmen. 

3. Faculty representatives. 

4. Purple Legion men. 

5. Section Chiefs. 

6. Field Secretary. 

7. National Secretary. 

8. Archons. 

9. Unofficial members. 
In a nut-shell — 

The Ekklesia, composed of active and alumni delegates from each 
active and graduate chapter, elects the national officers and determines 
the policies. 

These officers or Archons, through the Field Secretary, carry out 
the wishes of the entire fraternity. 

Section Chiefs and Purple Legion men in a most intimate asso- 
ciation are the local guides. And the machinery of government is so 
purely democratic that the most recent initiate and the "oldest in- 
habitant" maintain an equal suffrage and power of opinion. 

h. The chief executive officer of the fraternity is the National 
Secretary and the office of administration is located in his city. This 
is the Field Secretary's headquarters and a force of three or four 
clerks and stenographers carries on the work of filing, routine, corre- 
spondence and general organization. 



COURSE IN FRESHMAN TRAINING 77 

The office of the National Secretary is the clearing house of fra- 
ternity information and operation. A card catalogue of the member- 
ship is kept up. It contains about 60,000 cards classifying members 
alphabetically, geographically and by chapters. 

Biographical files are accumulating in which are clippings and all 
other available data made known to the National Secretary. These 
files are already a rich storehouse of information. 

At frequent intervals catalogues of all the members are printed in 
book form. There have been editions in the following years: 1856, 
1862, 1865, 1875, 1878, 1895, 1907 and 1913. It is planned to 
publish a new catalogue at the earliest possible date. 

The magazine is now edited in the National Office. 

B. Examination (Oral). 

On chapters in first seven Sections. 

C. Assignment. 

Learn the remaining chapters. 



IN THE MEANTIME 

Are some of the freshmen over-doing the "social" program? 
Would fewer dates, picture shows, dances, trips, etc., help chap- 
ter scholarship and finances ? 



LESSON XVIII Eighteenth Week 

A. Lesson. 

I. "Organization" continued. 

a. Give list of National Officers (from Magazine) explaining 
duties and address of each. Explain how, when, where and for how 
long these are elected. 

b. The Magazine — founded at Ohio Wesleyan, 1879, by Bishop 
Wm. F. McDowell — published continuously since. Under act of 
72d Ekklesia, every member of the fraternity initiated after June 1, 
1 92 1, becomes a life subscriber to magazine. 

Explain how managed and paid for; issues and subscription prices. 

c. History — The first volume has been issued of a general his- 
tory of the fraternity in five volumes. William F. Chamberlin 
(Denison '93) is the editor. 

Tomos Alpha, the first volume, tells of the beginnings of the fra- 
ternity; Tomos Beta will be a miscellany dealing with the govern- 
ment, conventions, catalogues, song books, magazines and chapter 
publications, the coats of arms of the fraternity and of the chapters 
and like matter; Tomos Gamma will give the histories of the chap- 
ters, active and inactive; Tomos Delta is to be a "Who's Who," a 
biography of prominent members ; and Tomos Epsilon, which will be 
the work of Major Frank Keck (C. C. N. Y. '72), Military His- 
torian. 

d. Song Book — Phonograph Records. Several editions pub- 
lished since 1886 when Phi Gamma Delta issued first American Fra- 
ternity Song Book. Latest edition, 1922, by Walter C. Stier. First 
phonograph records made in 1922. 

e. Chapter Publications — Practically every chapter in the fra- 
ternity publishes a magazine of its own, which it distributes to its 
alumni and exchanges with other chapters. In addition to these in- 



COURSE IN FRESHMAN TRAINING 79 

dividual and illustrated booklets, the chapters are issuing monthly 
or bi-monthly, and occasionally weekly, periodicals, which serve to 
keep alumni and the fraternity at large in constant and up-to-the- 
minute touch with every day doings. 

f. Alumni Organization — Phi Gamma Delta has a National 
Alumni Secretary. He had in 1921 more than 450 assistants, dis- 
tributed throughout the country. These men are engaged at all times 
in keeping up alumni activity and interest and in the important work 
of searching out good men for our chapters. 

Concerning his work, the Alumni Secretary says : 

The national strength of any fraternity is determined at least fifty 
per cent by its alumni activity and interest. I am interested in keep- 
ing our fifty per cent stronger than that of any other fraternity and 
at the present time I believe we stand in a position second to none as 
far as alumni interest is concerned. 

Most of our large cities have graduate groups; for example, in 
thirty of the thirty-five largest cities in the country we are thus rep- 
resented. In dozens of smaller places are found active graduate as- 
sociations. In New York and Detroit are flourishing clubs with 
permanent club houses. 

Many other high grade fraternities may be able to say the same 
thing, so let's go a little farther and tell something of our unique or- 
ganization of assistant alumni secretaries. Imagine four hundred 
and fifty towns and cities in this country in each of which we have a 
member pledged to do whatever he can for Phi Gamma Delta in that 
city. Can you name another fraternity with a similar organization? 
Can any other fraternity at a second's notice put their finger on an 
active alumnus in Selma, Ala. ; Globe, Ariz. ; Santa Rosa, Cal. ; 
Astoria, Ore. ; Mattoon, 111. ; Greenville, S. Car. ; Oshkosh, Wis., 
or 443 other and similar towns ? I am inclined to doubt it. 

What of the work these men do? Some can but wait for an op- 
portunity to be of service. Others send in interesting news items of 
Fijis in their city or can, where numbers allow, form graduate 
groups. As rushing assets they are very valuable and we have reached 
a point in our history where we can obtain advance information on 
prospective members in nearly every case. Chapters rushing men 
about whom they desire information are forming the habit of sending 
me the names and addresses of such men and through our splendid 
organization we obtain for them the necessary particulars. 

Any freshman who is asked to join a fraternity should consider 



8o 



PHI GAMMA DELTA 



carefully this matter of alumni interest because, if he is far sighted 
enough, he will see that the bond of fraternal relationship is going 
to be with him as long as he lives rather than for a few short college 
years. Naturally, the greater the development in alumni interest, 
the greater his opportunity for a more complete lifetime of congenial 
brotherhood. 

Phi Gamma Delta, with its active and wide spread membership 
and its well known slogan of "Once a Fiji, always a Fiji," offers 
this relationship in great measure. 

Remember that Phi Gamma Delta from an alumni interest stand- 
point presents two permanent clubs, twenty-seven graduate associa- 
tions, forty-seven graduate chapters and four hundred and fifty-one 
assistant alumni secretaries located in all parts of this country, all 
open for and willing to welcome the new alumnus as he leaves the 
chapter. (1921.) 

Outline generally scope and line-up of Graduate Chapters, Grad- 
uate Associations, New York and Detroit Clubs, Fiji Luncheons, 
etc. (See Magazine Directory.) Emphasize especially your local 
state organizations and nearby alumni groups. 

g. Chapter Houses — All but a few chapters of Phi Gamma 
Delta own their houses. Every one of the rest has plans to buy or 
build in the near future. 

The total valuation of houses owned by the fraternity in 1922 was 
about $1,700,000. Some of the valuations of the various chapter- 
houses are as follows: 



Allegheny $ 30,000 

Brown 40,000 

California „ 50,000 

Columbia 35,ooo 

Indiana 45,000 

Illinois 40,000 

New York Club 150,000 

Lafayette 35>ooo 

Michigan 30,000 

Ohio State 30,000 

Pennsylvania 55>ooo 

Alabama 25,000 

Leland Stanford 35>ooo 

Oklahoma (new) 75>ooo 

Chicago 75,000 



Texas $ 35,000 

Virginia _ 20,000 

Washington 30,000 

Wisconsin 33,000 

Yale 155,000 

Ohio Wesleyan 40,000 

Penn State 45,000 

M. I. T 150,000 

Amherst 30,000 

Bucknell 30,000 

Minnesota 40,000 

Kansas 80,000 

Lehigh 40,000 

Colgate 35>0O0 

Johns Hopkins 40,000 



COURSE IN FRESHMAN TRAINING 81 

Cornell (new) 100,000 Nebraska 25,000 

Knox 35,ooo Detroit Club 50,000 

Washington and Lee 35,000 Rutgers 30,000 

Western Reserve 30,000 Denison 30,000 

Iowa State 30,000 Wabash (new) 50,000 

Colorado 25,000 

Purdue, De Pauw, Richmond, Wittenberg, Amherst, New York, 
Wisconsin, are planning new and expensive homes. 

B. Examination (oral) on "Organization." 

1. What was the early form of government? 

2. When was it changed ? 

3. What is the ruling body? Who compose it? What is the 
constant governing body? Who compose it? (Offices, not names.) 
Duties of its components? 

4. How is the fraternity divided geographically? Who presides 
over these units. 

5. How many active chapters are there? Who acts as personal 
local guardian of each chapter? 

6. Supervision. 

a. Who supervises under-classmen ? (Upper-classmen; of- 
fices, not names.) 

b. Who is constant and immediate supervisor of your chap- 
ter? (Purple Legion Man.) 

c. Who supervises all the chapters in your district? (Sec- 
tion Chief.) 

d. Who supervises all chapters and attempts to visit each 
one once a year? (Field Secretary.) 

e. To whom does the Field Secretary report his field impres- 

sions? (Board of Archons.) 

f. How does this body comes into being? (Elected, etc., at 
Ekklesiai.) 

7. What person or persons have precedence in freedom of speech 
or power of opinion in the conduct of fraternity affairs? (None. 
Our organization is purely democratic. At Ekklesiai or during the 
year any member may speak his mind or express opinions on conven- 
tion floors or through communication with Board of Archons.) 



82 PHI GAMMA DELTA 

8. Who is the administrative head of the fraternity? (National 
Secretary. ) 

9. Describe the operation and scope of the Office of Administra- 
tion. 

10. Give the chapters in remaining Sections. (Discuss these 
questions and answers.) 

C. Assignment. 

Review carefully foregoing notes on organization and study again 
Directory of National Officers, Chapters, etc. 



IN THE MEANTIME 

How is the freshman spirit? Do they work with a will or a 
grouch? How about the upper-class'men ? Are they forever 
careful of the example they continually set? Or is some upper- 
classman spoiling all your good work by saying one thing in 
meeting and another when he is alone with a freshman ? Look- 
out for the hypocrite and the player of favorites. 



LESSON XIX Nineteenth Week 

A. Lesson. 

I. "Organization" continued. 

a. National Obligations. 

1. Initiation Fees, $25.00 for which initiate becomes life subscriber 
to the magazine and receives pin and certificate of membership. Ex- 
plain registration of initiates in national office. 

2. Annual Dues, $10.00 a year for every man who is a chapter 
member at any time of the year. 

3. Chapter Reports, (Explain fully.) 

a. Cheney Report (including chapter history). 

b. Minutes of First Chapter Meeting. 

c. Fall Membership Report. 

d. Fall Financial Budget. 

e. Monthly Financial Statements. 

f. Magazine Letters. 

g. Returns of Initiation. 

h. Annual Chapter Report, 
i. Annual Financial Report. 

4. Explain Jewelry Act. (Sole official jeweler, etc. Conserva- 
tism in wearing of trinkets, etc. Latest amendment allows badge, 
recognition pin, ring and sister pin only.) 

5. Explain universal accounting system. (Monthly reports — 
audits, etc. — bonded treasurer.) 

6. Correspondence must be prompt and business-like. Certain 
letters so marked must be answered within three days. Official paper 
used universally. 

b. Explain stand on "T. N. E" and similar organizations. 

c. On the Constitution. (From the Constitution.) 

1. Explain eligibility for membership. 

2. Explain trials and suspensions and expulsions. 



84 PHI GAMMA DELTA 

3. Explain process of petitioning for and final granting of 
active chapter charters. Graduate chapter and associa- 
tion charters. 

4. Explain how amendments to Constitution may be made. 

5. Explain duties of chapter officers. 

6. Explain limitations of chapter by-laws. 

7. Review constitution on duties and terms of Archons. 

8. Explain endowment and loans. 

9. Explain ruling on Jews. 
10. Explain nickname. 

d. Explain attitude toward expansion. Explain colonization. 

e. If men are initiated include the following. If not, include in 
the next lesson after initiation. 

1. Explain emblems of officers. 

2. Assign the creed for memorization. 

3. Explain coat-of-arms (revised, 1913). 

4. Explain seal. 

5. Explain open motto. (Greek and English.) 

6. Explain closed motto. (Greek and English.) 

7. Explain grip, pass-word, salute and signs. 

8. Explain entrance, exit and conduct of fraternity meeting. 

9. Explain the badge. 

10. Explain color, flag, flower, whistle, knock. 

B. Examination (oral) on "Organization" 

1. Describe the history and present status of The Phi Gamma 
Delta. 

2. Describe history, song book, catalogue. 

3. Describe the scope of our alumni organization. 

4. What about our house valuation ? Name ten expensive houses. 

5. Name and give addresses and duties of the national officers. 
(Discuss these questions and answers.) 

C. Assignment — There will be a written quiz on organization 
next week. Review carefully magazine directory and ail notes given 
in Lessons XVIII and XIX. The creed must be learned by next 
week. 



LESSON XX Twentieth Week 

A. Examination (written) on "Organization." 

In order to drive home some very vital bits of knowledge we have 
repeated considerably. So you will give the class: 

1-9. The first nine questions given orally in Lesson XVIII. 
1014. The five questions given orally in Lesson XIX. 

15. Write the complete directory of active chapters giving only 
colleges and cities. 

16. Name ten flourishing graduate chapters. Two with club 
houses. What is the national value of the New York Club? 

17. What is the initiation fee? How is it spent? 

18. What are and who pay annual dues? 

19. Name six reports which each chapter submits yearly to the 
National Secretary. 

20. What is the Cheney Cup? 

21. What about jewelry? 

22. What is the value of a universal accounting system? 

23. Explain our stand against "T. N. E." 

24. Who is eligible for membership in our fraternity? 

25. When and by whom are members suspended? Expelled? 
Can a chapter expel? 

26. By what process is a new charter granted to active chapters? 
To graduate chapters? 

27. Explain colonization. 

28. Explain "Fiji." 

On Secret Work. 

I. The ten items of discussion noted under I, e-i of Lesson 
XIX will be given as ten questions. No. 2 will be changed 
to read: "Write the Creed." 



86 PHI GAMMA DELTA 

29. In summary, what do you consider the outstanding features 
of the Phi Gamma Delta organization? 

30. If you have formed any basis for comparison wherein do you 
believe that we have the most advanced and efficient system of gov- 
ernment ? 



IN THE MEANTIME 

Have the freshmen brought other fraternity and non-fraternity 
men to the house ? Are they learning "Organized Hospitality" ? 
Does every freshman interest himself in every visitor? Has he 
had father and mother spend some time "with the boys?" Has 
he arranged a visit from the "home town buddy" who may come 
to school next year? 



LESSON XXI Twenty-first Week 

A. Lesson. 

i. "The Local Chapter," by C. F. C. 

(If possible arrange for a charter member to address freshmen on 
the early struggles and developments.) 

a. Give names of founders. 

b. Give dates and early incidents connected with granting 
of charter and installation. 

c. Tell something of prominent local Fi j is. 

d. Trace house development. 

e. Mention interesting historical data. 

f. Explain present house ownership and details of alumni 
association participation. 

g. Give the total membership of your chapter. 

2. Other local Fraternities. 

a. Name other campus fraternities in order of their local 
entrance. (In the case of the very large university mention 
prominent or typical cases.) 

b. Explain characteristics of each and compare with Phi 
Gamma Delta. 

(If you sincerely believe that we suffer by comparison, be frank 
to admit it. We want to get freshmen thinking that perhaps there 
is room for a great deal of constructive work. Consider local organ- 
ization, personnel, spirit, type, democracy, tone, hospitality, unity, 
etc.) 

3. "The Section." 

a. Discuss the sectional problem. It is a problem because 
too often we forget that we are dependent upon sectional 
unity, cooperation and strength. Develop a knowledge of sec- 
tion conditions. Be careful not to allow (in your discussion) 



88 



PHI GAMMA DELTA 



4- 



an intercollegiate feud to alienate your associations and impres- 
sions. Stress the need for cooperation. Section-wide rushing 
and boosting, and frequent social and business intermingling 
must be encouraged. 

The Greek Alphabet — Explain the following and assign only 



the capital letters for memorization: 



ENGLISH 


GREEK 


Alpha 


'AA$a 


Beta 


Hrjra 


Gamma 


TdflfML 


Delta 


AeAra 


Epsilon 


'E^iAo'v 


Zeta 


Zrjra 


Eta 


lira 


Theta 


®r]TCL 


Iota 


't -■ 


Kappa 


Ka7T7ra 


Lambda 


Aa/>i/?Sa 


Mu 


Mv 


Nu 


NO 



ENGLISH 


GREEK 


Xi 




Omicron 


OjXLKpOV 


Pi 


m 


Rho 


'P<5 


Sigma 


^lyfia 


Tau 


Tav 


Upsilon 


'YtfiAov 


Phi 


3>i 


Chi 


XI 


Psi 


VI 


Omega 


'fl/xeya 



B. Assignment. None. 



IN THE MEANTIME 

Do freshman anticipate desires and work and duties or must 
some still be driven to them? By this time the mere announce- 
ment of a near-future party should be enough to set freshman 
to planning and preparing. There is something wrong with 
the "esprit" and the discipline, if it isn't enough. 



LESSON XXII Twenty-second Week 

A. Lesson. 

I. "On Miscellaneous Features, 17 by C. F. C. 

a. National Inter-Fraternity Conference. 

Meets Thanksgiving time in New York. All fraternities 
send delegates — are allowed two delegates and two alternates. 
Discuss affairs of vital interest to fraternity world. Phi Gam- 
ma Delta has played great part. 

b. Local Inter-Fraternity Council. 

Impress upon new men vital need for "getting together." One 
fraternity is handicapped in constructive work unless all others 
support movement. Explain weaknesses and virtues of local 
organization. 

c. The Norris Dinner. 

Explain origin from Frank Norris episode in California. Has 
now become annual institution. 

d. Founder's Day. 

Celebrated May i, with appropriate dinners, etc. 

e. The two Inter-Fraternity Publications. 

Baird's Manual and Bantas Greek Exchange. Explain. 

f. Chapter Institutions and Material. 
I. Annual History. 



Bound Magazines since founding of chapter. 

Guest Book (Register). 

Scrap Book. 

Rushing Manuals. 

Song Book. Phonograph Records. 

History. 

Leather-bound ritual and constitution. 

Original charter in a safe, copy on the wall. 



90 PHI GAMMA DELTA 

10. By-Laws, House Rules, Freshmen Rules, Activities and 

Scholarship Charts. 
ii. Loose-leaf Minute Book. Initiation Return Book. 

12. Set of Officers' and Members' Rules. 

13. Copy of Seal and Coat of Arms. 

14. Photographs of alumni, prominent Fijis, and annual 
active groups. 

15. Uniform Accounting System. 

16. Official Correspondence Paper. 

17. Recommendation, Jewelry order, and other Blanks. 

B. EXAMINATAION. 

On Lesson XXI. 

1. When was this chapter established? 

2. Name the founders. 

3. Trace the house development and explain its present ownership. 

4. Name five prominent local Fijis. 

5. What is the total membership of your chapter? 

6. Name all the fraternities on the campus in order of their 
local establishing. 

7. Rate the first ten. 

8. Wherein do you think some or all of these excel Phi Gamma 
Delta? 

9. Name the chapters, addresses and Greek names of the chap- 
ters in your Section. 

10. Express your opinions on the advisability of strong and inti- 
mate Sectional coherence. 

11. Give the address, duties and name of your Section Chief. 

12. Have he and your Purple Legion man been of help to you? 
How? 

13. Write the Greek Alphabet. (Greek Capitals and English 
in full.) 

Example : Alpha — A. 

Beta — /?, etc. 

C. Assignment. None. 



LESSON XXIII Twenty-third Week 

A. Lesson. 

I. "Prominent Alumni" by C. F. C. 

Phi Gamma Delta has many men who have been nationally prom- 
inent. A list is presented here of incumbent and former leaders in 
government, church, university, science, on the bench and throughout 
the world of business. 

An effort has been made to mention only really outstanding names. 
Only a third of our judges are given. They were truly prominent 
through some special achievement. Scores of renowned architects, 
artists, and business officials and three hundred college professors are 
not listed. 

Suffice it that the following list will give an indication of our 
"place in the sun." 

FIJIS AROUND NATION'S CAPITAL 

Vice-President Calvin Coolidge, Former Vice-President Thomas 
R. Marshall, Former Vice-President Charles W. Fairbanks, Former 
Secretary of War Newton D. Baker, Former Postmaster-General 
Albert S. Burleson, Senator E. F. Ladd, Senator Thomas Sterling, 
Former Senator Henry S. Lane, Former Senator Zebulon B. Vance, 
Former Senator Paul H. Kimball, Former Senator James A. Wood- 
burn; Robert J. Tracewell, Comptroller of Treasury; William F. 
McDowell, Chairman National War Memorials ; Ernest P. Bicknell, 
National Director Red Cross ; Thomas H. Herndon, President Amer- 
ican Cross of Honor ; C. W. Cuthel, Chief Counsel Emergency Fleet 
Corporation; F. G. Crowell, Director Food Commission; F. D. 
Crawshaw, President West Point Academic Board; Frederick C. 
Howe, Commissioner of Immigration; Samuel Taylor, Consul in 
England; George W. Guthrie, Ambassador to Japan; James Cheno- 
weth, First Auditor United States Treasury; Charles W. Dabney, 



92 PHI GAMMA DELTA 

Assistant Secretary of Agriculture; Thomas Cleland Dawson, Am- 
bassador to Brazil ; Thomas H. Nelson, Special Envoy to Chile under 
President Lincoln and Minister to Mexico under President Grant; 
General A. G. Jenkins, who nominated Buchanan for the Presidency ; 
William Cassius Goodloe, Adjutant General of Volunteers under 
Lincoln, Secretary of Russian Legation, 1861, notified Grant and 
Hayes of election and was Minister to Belgium; Henry S. Lane, 
President of First Republican Convention and is given credit for the 
nomination of Abraham Lincoln for President; Foster V. Brown, 
Governor of Porto Rico; Harry Campbell, Consul in Java. 

FIJIS IN CONGRESS HALLS 

John V. Lesher, James T. Maffett, Milton W. Shreve, Harvey B. 
Ferguson, Albert G. Jenkins, John B. Pennington, Eugene M. 
Wilson, Addison Oliver, James H. Hopkins, Haywood Y. Riddle, 
Morton C. Hunter, John M. Marton, Benjamin A. Enloe, Gilbert 
De Lamatyr, Sain Welty, George G. Wright, J. Stanyard Wilson, 
Adam Wyant, John D. Clarke, Clayton .Hackett, William McClel- 
land, Jeremiah Botkin, General A. G. Jenkins, Cyrus Pershing, 
Thomas Stockdale, John F. Follett, George J. Benner, Constantine 
Erdman, John J. Seerley, Z. B. Vance, E. E. Robbins, James P. 
Woods. , 

FIJIS IN NATION S WARS 

Secretary of War Newton D. Baker, General Malvern Hill Bar- 
num, General Orion Bartholemew, General Morton Craig Hunter, 
General Albert G. Jenkins, General Henry Y. Riddle, General M. 
L. Hersey, General Lew Wallace, General Zebulon Vance, General 
Robert S. Thomas, General Harry A. Smith, General Percy T. 
Bishop, General Guy L. Edie, Colonel Benson W. Hough, Colonel 
Samuel McCullogh, Colonel Herbert Lehman, Colonel William D. 
Barnes, Colonel S. V. Ham, Colonel Joseph Thompson, Colonel T. 
R. Stockdale, Colonel Joseph T. Clarke, Lieutenant-Colonel Charles 
R. Tips, Lieutenant-Colonel M. C. Stayer, Lieutenant-Colonel Falk- 
ner Heard, Lieutenant-Colonel Guy S. Brewer, Lieutenant-Colonel 
C. C. Chambers, Lieutenant-Colonel J. S. Fain, Lieutenant-Colonel 
Loughborough, Lieutenant-Colonel James Wilson, Major Frank 
Keck, Major Lunsford Cooper, Major Frank W. Mack, Major 



COURSE IN FRESHMAN TRAINING 93 

Haig Shekerjian, Major J. P. Blair, Major A. S. Williams, Major 
Frederick Kerr, Major Armistead Dobie, Major John H. Barker, 
Major M. C. Shellabarger, Major J. K. Herr, Major F. W. Brab- 
son, Major Charles W. Montgomery, Lieutenant-Commander Her- 
bert Steward, Commander Roy P. Emrich, Major Sumner Waite, 
Commander George E. T. Stevenson. 

FIJI COLLEGE PRESIDENTS 

Kinley, Illinois ; Coffman, Minnesota ; .Moffatt, Washington and 
Jefferson; Mitchell, Delaware; McCormick, Pittsburgh; McVey, 
North Dakota; Dabney, Cincinnati; Williams, Allegheny; Andrus, 
Chicago ; Black, Iowa ; Bovard, Southern California ; Woodrow, Cali- 
fornia ; Currell, South Carolina ; Foust, North Carolina Normal ; 
Hoffman, Ohio Wesleyan ; Chamberlain, Denison ; Tight, New Mex- 
ico ; Johnson, Wyoming ; Norlin, Colorado ; Trotter, West Virginia ; 
Childs, Cumberland; Gage, Coe; Atkinson, Montana; Blackwell, 
Missouri ; Hoge, Virginia Medical ; Burnett, Tennessee W. C. ; 
Montgomery, Muskingum ; Bohannon, Minnesota Normal ; Holmes, 
Beaver ; Dagg, Mercer ; McGlothlin, Furman ; Laird, Albion ; Roth, 
Thiel; Elliott, Nebraska Normal; Woodburn, South Dakota Nor- 
mal; Adkinson, Moore's Hill and Tulane; Hulley, Stetson; Wag- 
gener, Bethel; Snavely, Birmingham; Dreher, Roanoke; McDowell, 
Denver ; Shields, Bethel ; Coulter, Lake Forest ; Sherer, Throop Tech- 
nical ; Talbot, Massachusetts Institute of Technology ; Read, Col- 
gate; Cutten, Colgate. 

PROMINENT FIJI EDUCATORS 

Arthur Dunn, Head of Civic Education Bureau, Washington, D. 
C. ; O. T. Corson, Former President National Educational Associa- 
tion; R. H. Jordan, educator. 

FIJI GOVERNORS OF STATES 

H. F. Graham, Vermont; Henry S. Lane, Indiana; Calvin Coo- 
lidge, Massachusetts; George A. Cooper, Colorado; S. B. VanSant, 
Minnesota; Z. B. Vance, North Carolina; Thomas R. Marshall, 
Indiana; W. Y. Morgan, Kansas. 

FIJI LIEUTENANT-GOVERNORS 

Barrett O'Hara, Illinois; Sheffield Ingalls, Kansas; William Y. 
Morgan, Kansas; Edgar Bush, Indiana. 



94 PHI GAMMA DELTA 

SOME FIJI CHIEF JUSTICES 

Chief Justice Shepard, District of Columbia ; Chief Justice Wright, 
Iowa; Chief Justice Mitchell, Minnesota; Chief Justice Pershing, 
Pennsylvania; Chief Justice Stockdale, Mississippi; Chief Justice 
Gates, Kansas; Chief Justice McClellan, Alabama; Chief Justice 
Johnson, New Mexico ; Chief Justice McLeary, Texas. 

FEDERAL DISTRICT ATTORNEYS 

Whitney, Hawaii ; Griffith, Pennsylvania ; Evans, Minnesota ; Pen- 
nington, Delaware; Riggs, Kansas; Wilson, Minnesota; Erdman, 
Pennsylvania; Mcjunkin, Iowa; Robbins, Pennsylvania. 

SOME FIJIS ON THE BENCH 

Henderson, Pennsylvania; Adams, Indiana; Neil, Tennessee; Bee- 
ber, Pennsylvania; Tisdale, Iowa; Bonnifield, Nevada; Hudson, Cal- 
ifornia; Crow, Washington; Soper, Maryland; Bartlett, Pennsyl- 
vania; Birm, Nevada; Barrett, -JNew York; Sprigg, Ohio; Craig, 
Ohio; Blair, Indiana; Boreman, West .Virginia; Barnes, Florida; 
Riddle, Tennessee; Cooper, Tennessee; Rathmell, Ohio; Hough, 
Ohio ; Dagg, Louisiana ; Chenoweth, Texas ; Taylor, Indiana ; Thom- 
as, Pennsylvania; Neff, Ohio; Boesel, Ohio. 

PHI GAMMA DELTA'S CLERGY 

William E. McLaren, Bishop Episcopal Diocese of Chicago ; J. C. 
Hartzell, Senior Methodist Episcopal Bishop and Bishop to Africa; 
William F. McDowell, Diplomatic Bishop, Methodist Episcopal 
Church; M. C. Harris, Methodist Episcopal Bishop to Japan; Nap- 
thali Luccock, Methodist Episcopal Bishop to India; W. F. Oldham, 
Methodist Episcopal Bishop to China; C. R. Thoburn, Senior Meth- 
odist Episcopal Bishop; H. D. Robinson, Bishop Episcopal Diocese of 
Nevada; Evangelist J. Wilbur Chapman, Dr. J. Ross Stevenson, 
Dr. Charles P. Fagnani, Dr. Henry W. Johnston, Dr. James Black, 
Dr. Theophilus Roth, Dr. John Shedd, Dr. Arthur Brown, Dr. 
Henry Edmonds, Dr. M. H. Lichliter and Dr. S. S. Marquis, Henry 
Ford's pastor. 

EMINENT FIJI SCIENTISTS 

Dr. Charles Steinmetz, John Brashear, Dr. John C. Parker, Edwin 
W. Rice, Albert L. Rohrer, Dr. Preston Hickey, Professor Herbert 



COURSE IN FRESHMAN TRAINING 95 

Sadler, J. H. D. Scherer, John Merle Coulter, Henry P. Talbot, 
Otto Kowalke, Thoburn Reid. 

FIJI RAILROAD OFFICIALS 

Elisha Lee, First Vice-President Pennsylvania Railroad; John W. 
Thomas, President N. C. and St. L. Railroad and N. C. and L. 
Railroad; James W. Wilson, President W. N. C. Railroad; Gabriel 
Morton, President Mexican Railroad ; George F. Snyder, Solicitor 
for Canadian Pacific Railroad ; William H. Olin, General Passenger 
Agent Chicago and Northwestern Railroad; William P. Garside, 
General Freight and Passenger Agent Santa Fe Railroad. 

PHI GAMMA DELTA AUTHORS 

John Clark Ridpath, Lew Wallace, Ernest Neal Lyon, Maurice 
Thompson, Edward Eggleston, Paul Monroe, Frank Norris, Frederic 
Howe, Meredith Nicholson, Lewis E. Theiss, Wilbur S. Boyer, 
Edward A. Ross, Charles A. Beard, James M. Coulter, Clement R. 
Wood, David Kinley, Jack Crawford, William Johnston. 

PLAYWRIGHTS OF PROMINENCE 

Otto Harbach, Frederick Hatton, Avery Hopwood, David D. 
Lloyd, Carlos Wupperman. 

EDITORS AND PUBLISHERS 

Courtland Smith, President American Press Association; S. S. 
McClure, McClure Publications; Allan Dawson, Editor New York 
Tribune] David Lloyd, Special Editor, New York Tribune', Erie 
Hopwood, Managing Editor Cleveland Plain Dealer; Franz Schnei- 
der, Editor New York Post) George Whitsett, Editor Harvester 
World) F. W. Merchant, Editor Pittsburgh Post) George S. Len- 
hart, Editor Philadelphia Inquirer) Ward Neff, Managing Editor 
Corn Belt Dailies) R. R. Coles, Editor Agricultural Digest) Jacob 
Boreman, Editor Kansas City Star) Orlando Smith, Editor Chicago 
Express) John Holliday, Editor Indianapolis News) Mortimer Law- 
rence, Publisher Michigan Farmer) Dr. Leigh Hunt, Editor Inde- 
pendent Practitioner) Richard Lloyd Jones, Editor Tulsa Tribune) 
William Seabrook, Correspondent Universal Service; Kenton Mur- 
ray, Editor Norfolk Landmark ; S. G. McClure, Editor Youngstown 



96 PHI GAMMA DELTA 

Telegram-, J. E. Cunningham, Editor Ohio Farmer; Myers Feiser, 
Assistant Editor Iron Trade Review, Kenneth Andrews, Editor 
Spanish Edition of World's Work) S. M. Jackson, Assistant Editor 
Standard Dictionary, Douglas Freeman, Editor Richmond News- 
Leader; Luther A. Brewer, Publisher Cedar Rapids Republican; 
Frederic Schweinler, The Schweinler Press; Charles M. Kurtz, 
Editor National Academy Notes. 

IN BUSINESS AND INDUSTRY 

Union Bethel, President New York Telephone Company; Harry 
Sinclair, President Sinclair Oils; William R. Malone, President 
Postal Life Insurance Company; John M. Coulter, President Ameri- 
can Association for the Advancement of Science; Andrew Fletcher, 
President American Locomotive Company; Ambrose Monell, Pres- 
ident International Nickel Company; N. C. Kingsbury, Vice-Presi- 
dent American Telephone and Telegraph Company; Charles Tenn, 
President United States Rolling Stock Company; O. H. Cheney, 
President Pacific Bank, New York; John T. Lupton, President Coca 
Cola Bottles Company; Harvey Lee Sellers, President Chicasaw 
Asphalt Company; E. S. Jordan, President Jordan Automobile Com- 
pany; J. H. Allen, Vice-President Cleveland Railway Company; 
E. F. Hauserman, President Fenestra Window Company; B. 
B. Goldsmith, President American Pencil Company ; W. G. Mennen, 
President Mennen Chemical Company; C. W. Hill, General Man- 
ager Atlantic Terra Cotta Company; J. W. McGregor, M'f'g'r of 
McGregor Golf Clubs; Leslie Hawkridge, President Hawkridge 
Brothers Steel Company; Francis Oakes, President Oakes Dyes Com- 
pany; W. E. Edwards and T. R. Edwards, President and Secretary 
Temco Electric Motors Company; Jesse Hampton, The Jesse Hamp- 
ton Studios; John E. Bruce, Secretary National Baseball Commis- 
sion; Christy Mathewson, "Moose" McCormick, John Couch, Na- 
tional League Players; Louis Bach, Kranich and Bach Piano Com- 
pany; C. W. Miller, General Manager, The Steel Products Com- 
pany ; Charles Slavens, Vice-President Boyden Shoe Company ; Philip 
J. Clay, President Sherman Clay Company ; Eugene Merz, President 
Heller-Merz Company, manufacturer of ball blueing; Walter C. 



COURSE IN FRESHMAN TRAINING 97 

Shoup, head of company making Shouperior recording machines; 
Frederick Masury, Masury Paints; Samuel Blair, Sun Ray Stoves; 
C. B. Hurtt, film and color photography expert; George Ruppert, 
Ruppert's Knickerbocker; Jesse Bloch, Mail Pouch tobacco; Howard 
Stokes, Prizma Films ; William Allen Wood, Perfect bricks ; Gentry 
Brothers, circus; Antonio Garcia, Garcia cigars; H. Wade Nuckols, 
Vice-President Valvoline Oil Company; W. P. Whitlock, head of 
American Y. M. C. A. in Greece; George Studebaker, Studebaker 
automobiles; Andrew M. Chalmers, Chalmers automobiles; Edwin 
W. Rice, President General Electric Company; Albert Rohrer, Gen- 
eral Manager General Electric Company; J. D. Ingleheart, Swans- 
down flour; Alex McCullough, International salt; Henry Merkle, 
Merkle plumbing supplies ; Alex Sloan, automobile racing promoter ; 
John H. Yocum, United States leather; Edward Phipps, President 
Connecticut Pipe Company; Wilbur White, Whitol; Dr. Willis 
Campbell, foremost orthopaedic surgeon of the South; Frank Pol- 
lock, tenor, Metropolitan Opera; Howard Marsh, musical comedy 
star; Jules Godchaux, President Baragua Sugar Company; George 
A. Gaston, President Gaston, Williams and Wigmore, exporters; 
Frederick Juilliard, President Juilliard Dry Goods Company; War- 
ren Klutz, President Sheffield Iron Company; Maclay Brown, largest 
manufacturer of mica; Albert R. Hager, General Manager Interna- 
tional Correspondence Schools; Ferdinand Kahn, President Capitol 
Paper Company; Lawrence L. Moore, President California Sunset 
Orange Company; Walter Jenks, General Manager Marathon Tire 
and Rubber Company; Henry J. Fuller, Vice-President Fairbanks, 
Morse and Company; George P. Davis, General Agent North Brit- 
ish and Mercantile Insurance Company; Smith T. Henry, Vice- 
President Allied Machinery Company of America; G. T. Seely, 
Vice-President Pennsylvania and Ohio Light and Power Company; 
William Coulson, President Olympic Fisheries; James L. Mead, 
President Mead Cycle Company; Lee A. Phillips, Vice-President 
Mutual Life Insurance Company; Henry W. Schott, Secretary 
Montgomery Ward and Company; Quincy Emery, President Gen- 
eral Paper Company; Albert S. Heywood, President Heywood Boot 
and Shoe Company; DeWitt Ruff, Vice-President Healey-RufI Ven- 



98 PHI GAMMA DELTA 

tilators Company; Robert F. Whitney, President Whitney Machine 
Company; Edward Ailes, General Manager Detroit Steel Products 
Company; F. F. Soule, Western Manager McCall's Magazine; E. 
E. Calkins, Calkins and Holden, advertisers; George Lenhart, Pub- 
licity Director, Asbury Park; Ray Griswold, President Griswold- 
Eshleman Advertising Company; Karl Riddle, Business Manager 
West Palm Beach; Henry Schoot, President Seaman Paper Com- 
pany ; J. M. Bradley, Secretary Birmingham Steel Corporation ; Her- 
ry Fox, President Kansas Chamber of Commerce; Louis J. Camp- 
bell, Vice-President Youngstown Sheet and Tube Company; C. F. 
Faulkner, General Counsel, Armour and Company; Henry Veeder, 
General Counsel, Swift and Company; Evander Ginn, General Sales 
Manager, General Electric Company; Charles F. Tomlinson, Pres- 
ident Tomlinson Chair Company; Henry J. Ledbetter, Ledbetter 
Mills; Alex B. Clark, President Clark Lumber Company. 

We have included in the lists many more names than freshmen can 
remember. We did so, that they might have a true vision of the 
greatness of our alumni body. Read the entire list and then select the 
leaders in various phases of life for memorization. 

Concerning at least thirty names it will be well to give extra men- 
tion of life, work, etc. 

B. Examination. 
On Lesson XXII. 

1. What is the National Inter-Fraternity Conference? 

2. Why is it important to have a strong local Inter-Fraternity 
Council ? 

3. Tell about the origin of the Norris Dinner. 

4. When is Founders Day? 

5. What two inter-fraternity publications are worth reading? 

6. Mention all the chapter material you can recall, that is re- 
quired as physical assets in the operation of chapter machinery. 

C. Assignment. 

Be prepared for an inclusive examination next week on "Prom- 
inent Alumni." 



LESSON XXIV. Twenty-fourth Week 

A. Examination on "Prominent Alumni" 

1. a. Name five Fijfs recently prominent around Washington. 

b. Name three prominent years ago. 

c. How many Fijis are there in Congress today? 

2. Name five Fiji college presidents. 

3. Name three states that have had Fiji governors. 

4. Name two prominent clergymen. 

5. Name two scientists. 

6. Name one railroad official. 

7. Name five authors. 

8. Name three playwrights. 

9. Name two newspapermen. 

10. Name ten business men. 

11. Whom do the following suggest? 

Give these orally, allowing but a short time for each written answer. 

a. Ben Hur (Lew Wallace). 

b. Oil (Harry Sinclair). 

c. Automobiles (Jordan-Chalmers, etc.). 

d. Shaving Soap (W. G. Mennen). 

e. Piano (Lou Bach). 

f. Senate (any Vice President). 

g. Pennsylvania R. R. (Elisha Lee). 

h. History of the world (J. C. Ridpath). 

i. The Great War (Newton D. Baker), 

j. Methodist Church (Bishop McDowell), 

k. Electricity (Charles Steinmetz). 

1. "The Hoosier Schoolmaster" (Edward Eggleston). 

m. 'The Pit" and "The Octopus" (Frank Norris). 

n. Musical Comedy (Otto Harbach). 

0. The Drama (Avery Hopwood). 



ioo PHI GAMMA DELTA 

p. Magazine (S. S. McClure). 

q. Baseball (Christy Mathewson). 

r. Tobacco (Jesse Bloch). 

s. Cigars (Antonio Garcia). 

t. Golf Clubs (J. W. McGregor). 

12. Name a prominent alumnus of 

a. De Pauvv. 

b. Amherst. 

c. Wabash. 

d. Union. 

e. Ohio Wesleyan. 

f. Johns Hopkins. 

g. Bucknell. 
h. Knox. 

i. California, 

j. Texas, 

k. Michigan. 

1. Wisconsin, 

m. Kansas. 

B. Assignment. None. 



IN THE MEANTIME 

Are all freshmen conscientiously working on these lessons and 
examinations? Have you adopted some sort of grading system 
calling for disciplinary measures for those whose work is poor or 
indifferent ? 



LESSON XXV Twenty-fifth Week 

"Fraternity Meetings" by C. F. C. 

Note — The fraternity meeting is the criterion of chapter efficiency. 
It should be the one vital, pungent event of the week. Sloppy meth- 
ods of meeting-conduct and a disinterested body of upper-class- 
men are fatal to efficient continuity. Devote this week to impress- 
ing upon new men the need of serious attention and proper viewpoint. 

Suggestions. 

I. Meetings must be technically correct. Follow the ritual ex- 
actly and the chapter will be properly drilled. Only by doing this 
precisely will brothers feel at ease and at home in other chapter rooms. 
(Explain physical lay-out. Show position of officers' desks and 
members' chairs.) For future universality we emphasize the follow- 
ing notes on procedure: 

a. At beginning of meeting, "I" alone is within the portal. 

b. Men (differentiated from officers) knock, give the password, 
etc., individually and silently enter and walk with arms folded 
to their respective chairs. They enter according to superiority, 
the longest-initiated man entering first, taking the seat to the right 
of the "E." The next follows, taking the place at the "E's" left. 
The criss-cross continues until all men have entered and the most 
recent initiate, last to enter, is placed farthest away from the "E's" 
desk. All men enter and stand silently with arms folded. 

c. The officers follow, admitting themselves individually and 
according to inferiority, the "E" being the last to enter. 

d. The "E" marches through the standing assemblage, and 
takes his position before his chair, whereupon, without being prev- 
iously seated, the assemblage sings the Doxology. At the conclu- 
sion of the singing the body is seated for the first time by the "E's" 
gavel. 



102 PHI GAMMA DELTA 

e. For dignity and facility of thought and action we require 
that all men keep the arms folded while sitting and standing. 

f. See that salutes are properly given. The "E" returns and 
never gives a salute. The rest give and never return it. For men 
to demand attention they must give the salute and must give it to 
be released. The "E" calls upon men without salute and returns 
when the men have given him salutes of recognition. 

g. Follow the ritual and form of meeting exactly, omitting 
nothing and alloting time for the various headings as emphasis 
demands. 

h. At the conclusion of the meeting, men will "unfold" for 
exit as they did for entrance. Quietly, upon the adjournment, the 
ranking senior will march to the portal with arms folded. Others 
follow according to superiority. Officers will be the last to leave 
and will do so according to inferiority, the "E" being the last to 
silently leave the room. 

2. Meetings should be dignified. 

a. The foregoing silent processes of entrance and exit are de- 
signed to promote dignity. We do not ask for sacredness but a 
dignified atmosphere will promote efficient and impressive meetings. 

b. Eliminate all talking, laughing and levity. Make it a seri- 
ous business. Create a "holy of holies" atmosphere about the 
diamond. We gather in chapter rooms to think, construct, advise 
and constructively criticize. We do not gather for a vaudeville 
show. 

3. Meetings should be brisk. 

a. Most chapter rooms are poorly ventilated. This means 
that long tedious meetings will necessarily become a bore and men 
will lose spirit and mental alertness. 

b. We do not ask for speed. Do not skip. But carefully 
pro-rate matter at hand and relegate to committees or eliminate 
entirely, inconsequential substance. 

c. The "E" has it in his power to speed up or slacken the mo- 
tion. When he notices that the meeting is turning into a round 
table on some problem that can just as well be settled informally 



COURSE IN FRESHMAN TRAINING 103 

before the fireplace upstairs, he should rap for silence and continue 
with the vital matters at hand. 

d. The short, brisk, quickly-moving meeting wherein essentials 
alone are undertaken, accomplishes the most. 

4. Meetings should be pungent. 

a. Don't 'permit "wishy-washy" meetings. The chapter room 
is the place for frank, straight-from-the-shoulder airings of fratern- 
ity problems. 

b. Conduct your meetings with the realization that here is the 
weekly chance to make better men. Report, discuss and criticize 
snappily. You are men in the formative stage. Don't act like 
twittering women in a sewing circle. 

c. Active fraternity alumni say that they look back upon fra- 
ternity meetings as the greatest college contribution to their all- 
around education. 

d. Devote a great portion of the meeting to the "criticisms for 
the good of the order." Don't harbor grudges, dislikes and dis- 
respect for lazy, incompetent, selfish, weak-spirited brothers. Air 
them constructively. And air them every week. 

e. Require that every man come into the meeting with a con- 
structive thought. He who lives seven days with thirty men and 
has noticed nothing worth comment in fraternity meeting, is a poor 
Fiji 

5. Meetings should be the one big event of the week. 

a. Look forward and enter into meetings with an anticipation 
of opportunities that will not come again after college life. 

b. Make it a real event, not something to be gotten over with 
as soon as possible. 

6. Miscellaneous. 

a. Meetings are so important that attendance is a sacred obli- 
gation. It should take an extreme emergency to excuse. Serious 
illness in many chapters is all that will excuse. Conflicting en- 
gagements will not. The "E," and never the chapter, shall excuse 
absences. 

b. Visiting brothers and alumni are given the seat or seats of 



104 PHI GAMMA DELTA 

honor at the right and left of the "E." A national officer will 
always precede and will be given the seat at the "E's" right. 

c. Meetings will be preceded by cabinet meetings. The officers 
compose the cabinet and often class representatives sit with this 
body. Not for steam-rolling purposes but to facilitate and concen- 
trate the program, this cabinet discusses problems to be emphasized 
during the ensuing chapter meeting. 

d. Committees. 

( i ) At least ten committees should report weekly. Though 
some may have little to say it is good for the chapter to know 
who the committee heads are, and it is good for the work of the 
committees that their heads know they will be called upon to 
show results each week. 

(2) The "E" should demand some word from all officers and 
important committee heads. Finance, Scholarship, House, Rush- 
ing, Social, Alumni Relationship, Freshman Training and other 
such committees have something of interest each week. 

(3) The following innovation in reporting has been success- 
fully instituted in many chapters and will soon become universal. 
Committee heads will report orally. 

After each meeting, committee heads will return immediately 
to the chapter room and write upon a permanent committee card, 
the gist of the evening's report. The "E" will keep these cards 
permanently and bring them to each meeting for reference. The 
card will be a large husky affair. We print on the following 
page a portion of the card and take for example the Scholarship 
Committee's effort during the first three weeks, adding a sum- 
mary "start" which of course, will be written at the end of the 
year when the present committee passes on the reins to its 
successor. 



COURSE IN FRESHMAN TRAINING 



105 



Scholarship COMMITTEE Year, 1922-23 

Chairman : Smith. 
Members: Jones, Miller, Etc. 



REPORT 




October 1 


Warned about need of good scholarship, 
chart. Talked to freshmen. Etc. 


Explained 


October 8 


Brown reported cutting classes. 
Etc. 


October 15 


Brown improved. 
Etc. 


Etc. 






(At end of year) 









SUMMARY 



We recommend more stress on , Etc. 



When committee heads add a resume of the current progress each 
week, they build up on the card a story of the year's work. This is 
not only a help to committee progress during the year but is invalua- 
ble as a working basis to the next year's committee. The "E" has 
in these cards, finger-tip reference and a perpetual inventory of the 
machinery. 

B. Assignment. 

Freshmen will hand in at next meeting, cards whereon they will 
have listed the committees upon which they wish to serve next year. 
Also college activities they intend to go out for in the sophomore year. 



IN THE MEANTIME 

Were you satisfied with first semester grades? Are you doing 
everything possible to get capacity work out of every freshman? 



LESSON XXVI Twenty-sixth Week 

A. Lesson. 

I. Talk on "The Sophomore Year" by C. F. C. 

Suggestions — Too often freshmen succumb to reaction upon be- 
ing released from "freshman slavery." It is their natural desire to 
turn around and take too intense an offensive. Here is the chance 
to make it plain that the second-year is a sort-of "neutral" period, 
yet one in which much work is expected of the class. The "sopho- 
more problem" can be prevented by tactful handling in the freshmen 
year. It shows itself by — 

1. A bolshevistic or domineering attempt on the part of the re- 
cently released freshmen to dictate and control. They run amuck 
and take too seriously their new-born freedom. Or 

2. A tendency to curl up and sink into lazy oblivion. 
Tactfully explain that — 

Seniors and juniors are upper-classmen. 

Sophomores learn and "follow the leader." They will be rep- 
resented on committees, take active part in rushing, etc., but will 
not take initiative in policy, etc. Create the feeling that the second 
year is one for education. It is a neutral year as far as administra- 
tion is concerned. Warn the class that their participation in fresh- 
man supervision will be slight. The average sophomore has a mad 
desire to "whack the next man." He must be curbed. A good 
sophomore motto is "Sit tight, work and learn, for tomorrow you 
will be upper-classmen." 

Explain in detail the need for every man to return next fall. Work 
into the talk, specific plans for the next year. Possibly by this time 
the freshmen will have shown individual aptitudes and their places in 
the future chapter machine can be foretold and discussed. 

Emphasize need for every man to do committee work. Take 



COURSE IN FRESHMAN TRAINING 107 

up the cards upon which they have listed committee preference and 
discuss them. 

Emphasize need for campus representation. Discuss card in- 
dications of men's proposed activities for next year. 

Review ethical requirements of every man. Attention to house 
decorum, unity, hospitality and spirit. 

Emphasize need for good scholarship and financial responsibility. 

B. Examination (written). 

Give your idea of an ideal fraternity meeting, discussing tech- 
nique, procedure, atmosphere, time element, spirit, absences, cabinet 
meetings, committee work, etc. 

C. Assignment. 

Freshman should have assimilated by this time, a pretty good idea 
as to the many requirements for good fraternity management and 
conduct. Tell them that next week they will come prepared to write 
a constructive critique on the chapter. They will not indulge in 
personal criticisms for this would alienate future discipline. They 
will however note in respect to its many phases, just wherein they 
believe there are shortcomings in organization, etc. To promote 
introspection and to give them a working basis for next year, fresh- 
men will make mental notes during the week and review their reac- 
tions at the next meeting. 



IN THE MEANTIME 

What does the campus think of the Fiji freshmen? It isn't too 
late to preach. Are all freshmen attending school functions? 
Are they represented in every branch of college activity? Are 
they ambitious or lazy ? Are they clean or uncouth ? Are they 
democratic or snobbish? Are they good Fijis? 



LESSON XXVII Twenty-seventh Week 

A. Lesson. 

I. Written Critique, by Freshmen. 

Note — The freshmen will write a brief summary of their reflec- 
tions and reactions upon the local chapter. Based upon foregoing 
knowledge of the many fraternity exactions, they will show wherein 
they believe the local chapter has fallen short. As a guide you will 
give them the following skeleton upon which to build the critique. 

a. Has the chapter done its utmost to attain — 

1. Good scholarship? 

2. A healthy financial system? 

3. Good, efficient, interested, hard-working organization? 

4. Good spirit? 

5. Good unity? 

6. Good campus results? 

7. Good feeling among other Greeks, non-fraternity men, 
faculty, alumni, townspeople, and neighboring Fijis? 

8. Good hospitality? 

9. Good tone? 

10. Good rushing results? 

11. Good interest in local and national Fiji affairs? 

12. Personal standards that call for "College first, fraternity 
second; I, myself, last?" 

b. Has the freshman class made good in all the many respects 
outlined in this course? 



IN THE MEANTIME 

Is every freshman paying his fraternity bill on time ? 



LESSONS XXVIII-XXIX-XXX 

(To be continued once a week until the end of the year.) 
A. Lesson. 

I. "Rushing," by C. F. C. 

We are not prescribing definite procedure for rushing training 
but offer the following Suggestions'. 

a. Rushing is no longer a haphazard game of chance. Chap- 
ters are making a business of it. The business is successful if it is 
conducted with knowledge, confidence and zeal. 

b. If freshmen learn the knack of it your chapter will be safe 
for years. They will learn only through application of thought 
and hard work. 

c. Explain the necessity of constant activity from the rushing 
committee. All through the year active fingers should be feeling 
out the high school and prep school field. The committee is great- 
ly dependent upon the chapter and general fraternity alumni. 
Hence the alumni relationship should be efficient. Recommenda- 
tions and rumors must be followed up. Through the chapter files, 
National Secretary or Alumni Secretary, alumni can be located in 
any locality who will furnish information about prospects. This 
information must be efficiently indexed and followed-up. Active 
men are individual Rushing Chairmen. At home they must know 
how to impress prospects. In the chapter they must follow up 
rush parties with personal letters. Remember that the battle is 
half won, if the prospect comes to college with Phi Gamma Delta 
in his mind. In summary, 

1. Rush all the time. 

2. Don't leave it to the committee to do all the work. 

3. Scour your localities, alumni, other chapters, registrar's 
office, etc., for every bit of available hearsay. Then follow up 



no PHI GAMMA DELTA 

the hearsay with letters, visits, invitations, recommendation 
blanks, etc. 

4. During the year, pave the way for the concentrated sea- 
son. If you have done the preliminary work, the season will 
be easy. 

5. The matter of selections, and preferences is important. 
Develop the knack of careful diagnosis. Look deeper than the 
good suit of clothes. Discuss eligibility so that things will not 
be held up at crucial moments by the brother who "can't make 
up his mind" or "just doesn't like" the rushee. 

d. Books have been written on actual rushing season rushing. 

Remember that 

1. Hard work is necessary. 

2. Every man must remember that his every moment and 
thought during the actual season belongs to his fraternity. 

3. The Chairman of the Rushing Committee should be a 
good general. He need not do a bit. of rushing. His job is to 
see that the men are doing it; to keep the pace going; to keep 
track of the various threads. 

4. Every man must study carefully the psychology of good 
rushing. Freshmen especially should diagnose their own recent 
thoughts as they went through the season. That which appealed 
to them should be emphasized and developed into a working 
basis for attack upon the next group. 

5. The Field Secretary once heard an active man attempting 
to convince a rushee by saying that "Vice President So and So 
was a Fiji." Don't let Vice President So and So, do your 
rushing for you. The fact that "So and So" forty years 
ago and a thousand miles away, wore the same kind of a pin, is 
not going to win the rushee. 

6. The rushee is interested in three main problems : 

(a) What can Phi Gamma Delta offer him and 

(b) How will he complement it, during his four years in 
school ? 

These are answered by the actives. Good-fellowship will sell 
fastest. Work your way into the heart of the man and later, 



COURSE IN FRESHMAN TRAINING in 

a convincing talk on the real worth and stability of Phi 
Gamma Delta will clinch things. Every man in the chapter 
must know how to converse in a personal way with every 
rushee. We have some chapters that convince rushees to give 
up marble palaces and live in modest surroundings, through 
the medium of efficient, pungent, "good-fellowship" campaigns. 
Make your man believe that this is the one crowd on the cam- 
pus that he will be happy to live with. 

But he will want more than happiness. Coming from the 
home atmosphere he will look for tone, cleanliness, character 
and breeding in his proposed future associates. 

He will look for organization. 

He will look for evidences of our local and national strength. 

He will be interested in the financial requirements and 
system. 

He will be interested in evidences of unity, spirit, coopera- 
tion with the school, etc. 

He will be interested in living conditions. 

But remember that men will draw men. The personality, 
character, breeding, ambitions, habits, conversation, talents and 
general impression radiated by each rusher will do more than 
all the scrap books and wall pictures in the world. Your 
chapter members have personality. Develop it so that it will 
"take" on new men. Then back up the social appeal with 
confident, truthful, convincing evidences of your feeling that 
Phi Gamma Delta, locally and nationally, can offer the best 
in prestige, organization, and all-around man-making power. 

(c) What will the after-life mean? 

If you know your fraternity you will know that it is peculiar- 
ly well adapted to appeal, for it is neither too large nor too small. 

We offer the recent graduate, association with an alumni body 
that is full and widespread yet not promiscuous. The young 
Fiji will find that he has not joined the "human race," yet a 
select homogeneous part of it. And that part is so organized 
and supervised that the social and commercial advantages will 
be untold. 



ii2 PHI GAMMA DELTA 

Also do not forget that our organization which is conceeded by 
Inter-fraternity authorities to be the most efficiently developed, 
has its telling influence on local active and alumni strength. 
Such a complex and all-inclusive net work sees to it that the units 
are constantly supervised and occasional weak links strengthened. 

(Note — We have merely mentioned a few outstanding rushing 
pointers. They can be developed and enhanced. You have several 
weeks in which to drill Rushing into the freshmen. Conduct labor- 
atory sessions in which freshmen will do actual mock rushing and 
bidding. Not knowing the local condition we can merely suggest 
that each week the bidders and rushers be given problems wherein 
the best possible approaches will be worked out at weekly meetings. 
Include the usual suppositions that father objects; father wants the 
son to be a Deke; too expensive; can't make up the mind; wants to 
wait awhile; etc., etc.) 

II. Bidding. 

a. Many "sure bets" are lost in the 'bidding. See, first of all, 
that the best bidder, not the "E" or other prominent chapter member, 
does this most exacting bit of work. 

b. Don't have a stage setting. If the over-wrought rushee is 
solemnly marched upstairs to a room that has been minutely ar- 
ranged with vacant chairs, drawn curtains and silent or whispering 
human ornaments draped about in stereotyped fashion, you make it 
all the harder to bring about the rushee's mental ease which is the 
first prime essential. Make the entree very informal and never allow 
more than two or three of the best bidders to be present. 

c. Introduce the matter at hand very informally and make it 
plain from the beginning that there is no poison gas, lead pipe or 
locked door connected with the ensuing proposition. 

d. Never disparage other fraternities. By shaded comparisons the 
rushee will get the idea that Phi Gamma Delta has "something 
better." 

e. Put the bid straight forwardly and let the rushee talk. If he 
is doubtful about something he will listen only half-heartedly until 
his particular doubt is aired. 



COURSE IN FRESHMAN TRAINING 113 

f. Be sure to open the bid with the explanation that if after lis- 
tening to our proposition he still prefers to look around, we will be 
only too glad to escort him thither and are convinced that the more 
he looks, the more readily and satisfied will he return to us. Tell 
him this, but don't necessarily let him do it. There is a psychologi- 
cal reason for the foregoing opening. It makes him at ease and recep- 
tive to know that we are not going to force him into something he 
is not at present, sure of. Again there will be transmitted to him a 
sort of unconceited confidence that will stand the chapter in good 
stead. If you know, for instance, that a rushee has a leaning toward 

, you will put him on the mental offensive by showing 

a fear for . Tell him that if after listening to our 

proposition he is still not convinced, we will gladly help him make 
a further delayed comparison, and you set an ideal psychological 
stage in his mind. 

g. In addition to your sales talk, make sure beforehand of the 
usual objections and especially those that will apply to the case at hand. 
Know all about Phi Gamma Delta and as much as possible about 
your man. Then sandwich the two and you will enter the battle 
with confidence and should win. By this pre-arranged diagnosis you 
can anticipate doubts and questions and thus check up another mark 
for your psychology. 

Note — Develop more thoroughly this bidding matter. Let each 
freshman assume that some day he will do the bidding. Even if he 
does not, the value received in training will reflect in his ability to 
convince the "boy back home." Carry on Rushing and Bidding les- 
sons conscientiously and you will notice results next fall. We leave 
two following pages blank for you to insert, as you will, further 
Rushing recommendations and pointers. We reprint from an ex- 
change the following timely rushing hints: 

PICKING YOUR MAN 

A fraternity, like every producer, is in the nature of a machine. 
What comes out of it is governed by what goes into the hopper. You 
have to have good grist to have a good product. 

Not always the best flour comes from the wheat that looks tallest 



ii4 PHI GAMMA DELTA 

and most graceful growing in the field. You can't make a good fra- 
ternity man out of mere appearances. You wouldn't buy a knife be- 
cause of its pretty handle ; you'd find out first if it were good steel. 

But that doesn't mean that the rough diamond always carries away 
the palm. A fraternity is not a reformatory; it can not devote its 
activities exclusively to smoothing of! corners. Two rough diamonds 
in a dozen men of breeding may leaven the whole mass and become 
splendid representative college men themselves. Two "flossy" boys 
in a crowd of rough-and-readys will have an infernal time of it. 

The thing to look for is quality. Look for toleration above all. 
Look for the man who readily admits that a different way is not neces- 
sarily an inferior way. Look for ambition. Get the man who, when 
wrong, knows he is wrong and wants to be set right. 

Dodge the lazy man, the loud bluffing man, the strictly frivolous 
man, and the man who makes fun of other people and other ways. 
Get on to the difference between the shy man and the stupid man. 

Get the man who's proud of something beside himself. But don't 
cross off the man who believes in his own ability. He may be right. 
See if he gets results. 

Don't judge a man by his smile, or his hand-shake, or his taste in 
ties, or his pull with the girls. Some of us don't know how to swing 
these details right, but we'll learn. 

Get quality in your grist. 

RUSHING YOUR MAN 

Rushing is salesmanship. It is giving something the other man 
wants, for something he has which you want — to your mutual profit. 
Rushing is not fishing. It is not a question of pulling any one in. 

Size up your man. Find out what he likes to see in his fraternity ; 
then trot out what you've got in that line. Don't lie. He'll find it 
out later, and be sore, and you'll lose his efforts. 

Don't impress upon him that you're doing an act of charity in bid- 
ding him. He may value himself just enough to resent charity. But 
don't clamor too loudly for him, and offer too many inducements. 
He may conclude that he is too good for the crowd. 

Find one man in your house who is his sort (be sure to have 
one man of every sort, within the limits of congeniality) and put that 



COURSE IN FRESHMAN TRAINING 115 

man to getting close to him. Tell him a fraternity won't appeal to 
him by itself, if he is the kind of man you want. Don't advertise 
how much you spent on your last dance. That means Work, and 
Ambition, and Helping, and Being Helped. 

Don't knock the other crowds. Admit freely that the difference 
lies largely in personnel. Tell him it is merely a question of whether 
he likes this particular group of individuals, or not. Don't boast 
about your millionaires — nor your campus political machine. Make 
the point that you can help him get the best results for his efforts — 
if he furnishes the efforts. 

Send him to the faculty for reference. Tell him why you joined 
this fraternity, and why you are glad now that you did. 

When you bid him, give him time ; but not too much time. Then 
close the bid definitely. It's a business proposition and has a date of 
expiration. Tell him how much it will cost him — unless he's so 
well lined he does not care. Don't wait for him to ask; he may not 
think it is good etiquette. 

State your proposition, offer what you have, and get a prompt, 
honest and definite answer. 



IN THE MEANTIME 

Don't forget that you haven't much more time to "forge the 
patterns." Just remember that your future chapter is going to 
be just as big as the work you do now. It's quite a contract 
when you come to think about it. 







n6 PHI GAMMA DELTA 

RUSHING (continued) 



COURSE IN FRESHMAN TRAINING 117 

RUSHING (continued) 



ANNUAL FRESHMAN EXAMINATION 

The C. F. C, after a most careful diagnosis of the year's work, 
will prepare from the foregoing Lessons, a resume which will in- 
clude questions on Statistics, Alumni Lists, Organization, Ethics, 
Rushing, History, General College and Fraternity Situations, and 
other subjects covered during the year. Assuming that the freshman 
has absorbed the mass of foregoing material, we prefer that the Train- 
ing Committee select therefrom the annual examination, which in 
covering the high spots and omitting none of any importance, will 
leave in the freshman mind those essentials he should assimilate before 
attempting the chapter life. 

Insert questions here. 

i. 



COURSE IN FRESHMAN TRAINING 119 



ANNUAL CHAPTER EXAMINATION 

Many chapters have adopted the Annual Chapter Examination 
scheme. It is good to refresh chapter memories for the upper-class- 
man is often embarrassed at his fraternity ignorance. We leave to 
the C. F. C. the matter of compiling a concise list of questions based 
on the Freshman Course, and containing mainly statistical inquiries. 

Insert questions here. 



I. 



RESUME AND RECOMMENDATIONS 

Herein the C. F. C. will insert his impressions of the year's work. 
He will point out mistakes and shortcomings and recommend to the 
next committee, possibilities for improvements in procedure, opera- 
tion, supervision, etc. 



Year 1922- 1923. C. F. C. 

Notes 



122 PHI GAMMA DELTA 
Year 1923-1924. C. F. C 



Notes 



Year 1924- 1925 C. F. C. 

Notes 



COURSE IN FRESHMAN TRAINING 123 
Year 1925-1926 C. F. C 

Notes 



Year 1926- 1927 C. F. C. 

Notes 



124 PHI GAMMA DELTA 
Year 1927-1928 C. F. C 



Notes 






Year 1928- 1929 



Notes 



C. F. C. 



COURSE IN FRESHMAN TRAINING 125 

Year 1929-1930 C. F. C 

Notes 



Year 1 930-1 931 C. F. C. 

Notes 






ia6 PHI GAMMA DELTA 
Year 1931-1932 C. F. C 



Notes 



Year 1932-1933 C. F. C. 

Notes 



